دکتر رضامراد صحرایی

Although there are many educational resources in the field of Persian language, selecting a suitable resource based on the needs and criteria of the educational course that can meet the needs of the language learner, teacher and curriculum planning well, has become one of the important decisions; therefore, it is necessary to evaluate educational resources along with other activities in the field of education. Choosing a suitable educational resource requires a systematic assessment of educational resources. The aim of the present study is to evaluate the "Practical Word Teaching" set written by Reza Morad Sahraei and his colleagues based on Cunningsworth's indices. The "Practical Word Teaching" set has been designed and compiled with the purpose of teaching the most used words and phrases of the Persian language. Cunningsworth's checklist provides 45 criteria for assessing textbooks, which are included in eight sections, namely, objectives and approaches, design and organizing, language content, skills, subject, methodology, teacher's book, and practical considerations, respectively. Thanks to the fact that the "Practical Word Teaching" set is single-skill and special for word training; the most important used indices are "index of specialized books for a skill" and "index of principles and approaches". The results of the examination of the "Practical Word Teaching" set show that Cunningsworth's indices and criteria have been met to an acceptable level. The nine dimensions of the word nation can be seen in the educational principles of the word in the design of the set. Among the 23 types of educational activities of the words nation and web, the following are observed in the book: extensive listening, classification, information transfer, task-focused speaking interaction, related skills, extensive reading, context-based guessing, quick reading, word-based comprehension questions, semantic mapping, and intensive reading.

The research aims to compare anxiety of non-native (Iraqi) Persian language learners in computer adaptive placement test of Persian grammar and vocabulary with its linear computerized test counterpart. To this end, this research question was formulated as: "What is the relationship between linear and adaptive vocabulary and grammar placement tests with testees’ anxiety (in case there is any)?". Mixed-method approach was used used in the present study. The procedure for data collection was field research via the application of questionnaire and tests. Therefore, the designed test was given to 48 Iraqi male and female students with the age range of 25-40 years from Persian language center of Tarbiat Modares University, with different language levels and in two forms of adaptive and linear computerized tests. According to positive upper and lower limits of average variance, we understand that the average of anxiety component in linear computer test is more than the average 3. The findings revealed that test anxiety level of Iraqi students in adaptive test was lower than the linear computer test.

The present study investigated repair fluency, one of the three main aspects of fluency in Skehan’s model (2003; 2009), across different proficiency levels using the giver test-taker data in a speaking test. There are three main aspects of fluency in the model: Speed fluency, breakdown fluency, and repair fluency. To date, there is no research aiming to measure the speech fluency of foreign Persian test takers. Therefore, this study sought to achieve an appropriate rating scale for speech fluency. The study, in particular, has examined some parts of the repair fluency construct in the mentioned model, specifically repetition and false starts, and attempted to determine the extent to which repetitions and false starts varied across different Persian proficiency levels of foreign Persian test-takers. This study transcribed, rated, and labeled repetitions and false starts of 23 foreign Persian language learners taking a speaking test. The spoken data were classified into four proficiency levels according to the Persian Teaching Standard Reference (PTSR), namely pre-intermediate, intermediate, upper-intermediate, and advanced. The duration of recordings was 44 minutes in total (11 minutes for each level). The results were analyzed, using the Kruskal-Wallis test, and revealed that false starts and repetitions did not make a distinction across Persian proficiency levels. The findings imply that raters and rating scale designers do not need to consider repetitions and false starts for identifying or describing different Persian proficiency levels.

The structure of language and researchers' perspectives on it have underpinned the evolution of second language pedagogy. Consequently, the progression of second language education can be categorized into three distinct stages. Initially, language education was synonymous with grammar instruction; subsequently, grammar was excluded from the curriculum; and finally, grammar instruction was reintegrated and complemented with communicative approaches. Thus, it is evident that grammar poses a significant challenge in second language education, a challenge that extends to teaching Persian grammar to non-native speakers. Moreover, a critical aspect of second language learning and instruction is the acquisition process—specifically, the stages second language learners navigate and the reasons behind them. Numerous scholars have explored this topic, including Manfred Pienemann, who in 1998 proposed the “Processability Theory.” This theory delves into the intricate process of second language grammar acquisition, positing that learners advance through a structured sequence known as the “Processability Hierarchy.” Processability Theory posits that second language learners sequentially master content words, function words, phrases, sentences, and subordinate clauses. Considering the discourse on the significance of grammar and the difficulties in learning and teaching specific grammatical structures in Persian, the researchers sought to explore the acquisition of causative constructions by non-native Persian speakers, employing Processability Theory. They then intended to develop a teaching model for these constructions, tailored for non-Iranian Persian learners, using the research outcomes. To accomplish this, they needed to ascertain the Processability Hierarchy stage at which each Persian causative construction is acquired. Following their investigations, they discovered that simple causative constructions are learned during the sentence processing stage, whereas complex causatives are mastered at the subordinate clause processing stage. Building on this, data was gathered using an interview technique, as recommended by the theory. The study involved 120 non-Iranian Persian learners across five proficiency levels: beginner, pre-intermediate, intermediate, upper-intermediate, and advanced. The data were scrutinized using analytical methods consistent with Processability Theory. The analysis confirmed the theory's prediction that Persian learners initially grasp simple causatives before moving on to complex ones. Moreover, it was established that learners progress through the periphrastic, unequal root, equal root, compound unequal, and mono-lexical causatives in sequence when learning simple causatives. For complex causatives, the order of acquisition was found to be agentive-obligative unrestricted, without implicit meaning, with negative implicit meaning, agentive-obligative permissive, and patientive-obligative compulsive. Ultimately, the research findings informed the creation of a model for teaching causative constructions in Persian to non-native speakers.

Today, corpus-based language teaching is the focus of many researchers in the field of language education, and language corpuses are used in different ways in this field. In this article, we intend to introduce various types of corpora useful in language teaching and point out their structural features, and discuss the efficiency of corpora and their role in language teaching. Based on this, we have generally introduced two types of corpus, pedagogic corpus, and the other language learner corpus, and we have mentioned examples of these corpuses in the Persian language. In addition, we have listed some tagged linguistic data of the Persian language and showed how they can be used in teaching the Persian language. It is clear that the main question of this research is focused on the effect and applications of corpora in language teaching, and to answer it, we had to refer to the background of theoretical and practical studies in this field with a comprehensive descriptive view. The results of the review and research studies of this study show that each of the mentioned bodies can be useful in language teaching in a special way according to the content infrastructure they have, and the data analysis of this article confirms the positive effect of linguistic data on the production of appropriate educational content.

With the spread of the corona virus, teaching Persian to non-Persian speakers, like other disciplines, turned to virtual and online education, and teachers faced new challenges in teaching Persian different aspects. One of these aspects was the prepositions teaching as polysemous categories. In language books, meanings of prepositions are usually presented in a list, and this problem makes learning them difficult. On the other hand, the cognitive grammar confirms the semantic network of prepositions around the prototype meaning. In this research, at first, using the semantic network of simple prepositions "از، با، به، تا، در", curriculum content was designed. Then, based on the cognitive theory of multimedia learning, a combined verbal-visual multimedia tool (animation) was used and the content was tested with 52 samples. The results of statistical analysis showed that the progress of language learners was significant. It can be concluded that the teaching of prepositions with research tools has been effective. In addition to the language level variable, social intervening variables of age, gender, nationality, field of study and status were also measured. The findings indicate that gender, nationality, field of study and age has had a significant effect. But other variables didn’t have a significant effect.

Systemic functional grammar (SFG) is a theory which is very strong and so flexible that it addresses various research areas such as ‘language development in children’, ‘educational linguistics’, ‘computational linguistics’, and ‘clinical linguistics’. One of the other research applications of the mentioned theory is ‘language typology’. The research area of language typology within SFG is called ‘systemic functional typology’ or ‘systemic typology’ in short. In this paper, along with briefly introducing the book “Language Typology: A Functional Perspective”, we have tried to present a profile of ‘systemic typology’. To do so, at first, we have briefly reviewed the dominant approaches to language typology, i.e., holistic typology and partial typology, and the studies conducted in the framework of those approaches. Then parallel with the chapters of the book “Language Typology: A functional perspective”, we have mentioned the key points in systemic typology. Since the main objective of systemic typology is ‘to achieve empirical generalizations’, a large part of the introduction of systemic typology in this paper has been devoted to typological generalizations. In the end, an analysis of ‘word order typology’ has been touched upon, too.

The distinction between speech and writing as two types language skills is a controversial area in modern linguistic research. From this perspective, the Persian language, due to the considerable differences between the spoken and written forms, can be of particular complexity in education, especially in non-Persian languages. Therefore, in this research we intend to study the use of speech forms in Farsi productions of foreign learners and Besides we want to know to what extent language learners employ spoken words properly without provide them with direct Persian spoken instruction and relying solely on the native environment?. besides these products are subject to a particular pattern or not. Samples of this research were collected from intermediate level Persian students at Dehkhoda Institute. The results of this study indicate that language learners could produce spoken Persian without direct instruction of spoken form, and by relying only on the native language environment. They were taught only academically and with a focus on reading skills and grammar at Dehkhoda institute, furthermore spoken forms are used more accurately in vocabulary rather than in grammer. It is worth noting that in explaining the data of this study, the Input processing theory in general and the principle of content word priority in particular have been used. Analysis of the data has shown that according to this theory, products follow a certain pattern.

In the flipped class, unlike in the traditional class, new information and instruction are given at home, and homework is done in class; In flipped learning, direct instruction is transferred from the group learning space to the individual learning space, and as a result, the group space in the classroom becomes a dynamic and interactive learning environment, and the teacher, Instead of presenting lessons, along with language learners, guides them to apply concepts and interact creatively with the subject matter; and learners are also involved in the active learning process. Among the theories of secondary language learning, the skill acquisition theory is a purely psychological theory that is rooted in three types of behavioral, cognitive and relational psychology. This theory is not specific to language acquisition but is commonly used to explain the acquisition of a variety of skills. This research is a qualitative and practical action research type. The purpose of this study is to investigate how to implement a filipped approach to language teaching; For this purpose, among the theories of secondary language acquisition, the skill acquisition theory has been considered. Therefore, in this study, by reviewing the literature and theoretical foundations of the flipped approach and the framework of the skill acquisition theory, the alignment of these two approaches in the implementation of flipped Persian language teaching to intermediate Arabic speakers as a lived experience has been expressed. Findings showed that the format of skill acquisition theory is suitable for implementing the flipped approach in language teaching.

The main purpose of this study is to analyze and evaluate the educational content of multimedia software in the field of cultural tourism texts. In this research, we have tried to evaluate the educational content of cultural tourism texts based on Bloom's revised classification theory. Educational content can play an important role in promoting language learning. According to the objectives of this study, qualitative content analysis was used as a research method. In order to analyze the data, a coding system was defined based on Bloom's classification and the data were coded and then calculated based on Bloom's classification. Chi-Square Test (X2) was used to determine different levels of cognitive and emotional skills. Findings show that the highest dispersion of verbs in pre- and post-reading activities in the field of cognitive learning is at the level of comprehension and less attention is paid to the levels of analysis and evaluation. The results of research in the emotional field show that the highest scatter of verbs at the level of response was more frequent and language learners at this level felt satisfied with the activities and the lowest frequency scatter of verbs was more pronounced at the levels of organization and personality.

Corona is a phenomenon that the living human being has not experienced before, and it happens so suddenly that it causes the closure of Persian language classes in the world. There are 14 Lebanese students studying at the Center of Teaching Persian to Speakers of Other Languages at Allameh Tabataba'i University, who were getting ready to attend academic study in Iranian universities for the year 1399. They have spent half of their Persian-learning course in face-to-face classes where they have encountered Coronavirus problems. In order to solve their problem, Azfa center has shifted their class to virtual online classes. This article reports the result of the virtual Persian classes that took place in this center. The question of this research is: Whether virtual online classes can be replaced with face-to-face education in emergency conditions? The results showed that the rate of language learners' progress in Coronavirus epidemic conditions (virtual education) was not significantly different from face-to-face teaching. Lebanese learners were also largely satisfied with learning Persian virtually. It can be concluded that in emergency situations, the web platform can be used for language teaching. In order to answer the question of the research, we have used students' progress tests and compared the grades of face-to-face classes with virtual online classes and also used a researcher-made questionnaire to measure students' satisfaction.

Testing is an important part of teaching any language and an important part of learning a language. Vocabulary size test is one of placement tests that is used to determine the level of lexical knowledge of language learners .This test is designed in many languages and its vacancy was felt in the Persian. To design a vocabulary size test, one must pay attention to the frequency of the words used and linguistic corpus. The corpus used in this research is including paper texts in seven different fields. To design this test for each group of words, 80 questions were designed and arranged from high-frequency to low-frequency. The questions were computerized and the link was sent to the language learners. 130 people answered the test. 45 language learners also participated in the retest. Analysis showed that the mean test scores increased with the language level of the language learners. Skewness and Analysis of variance also showed that the data distribution was normal and the difference between the mean scores of different groups of novice, elementary, intermediate and advanced in this test was significant. Calculation of the correlation between test scores and retest scores indicates a strong correlation and test reliability. The interpretation of the scores of different language levels was also done and it was determined that each language level of the score can determine which language level. Based on this research, it can be said that the vocabulary size test can determine the language level of language learners as a placement test.

The importance of the concept of input is widely known in different areas of second language learning. The purpose of the descriptive-analytical research is to investigate two important principles (First Noun Principle and Event Probabilities Principle) according to the input processing model of Van Patten (2015) in intermediate, upper-intermediate and advanced Persian learners. In this research, we seek to know to what extent these two principles explain input processing. The participants of the research were 30 Persian learners from different nationalities, who were selected by available sampling method. Due to the lack of access to more Persian learners, there were only 10 Persian learners at each level. The participants were asked 14 sentences and they were asked to identify subject and object in each sentence. Findings showed that the two principles "first noun" and "event probabilities" affect the understanding of meaning and input processing in Persian learners of intermediate level more than upper intermediate and advanced level, and this result is in accordance with the input processing theory of Van Patten. We also found that doubts in the answers are more in the basic levels than in the advanced levels, which can be rooted in the level of proficiency of Persian learners.

An indirect object is a grammatical form in Persian. Indeed, it is a propositional phrase, and the relationship between the verb and its complement is only built up by a preposition. When it comes to Russian, the indirect object is not necessarily a prepositional phrase and it is governed in two ways. First, the verb directly governs the grammatical case of the object. Second, the governing of the object’s grammatical case is carried out by the preposition. The indirect object has a special feature as it plays a number of semantic roles for the message in the sentence. As far as Russian is concerned, the grammatical case is the criterion for recognizing meaning. In other words, a specific grammatical case is used for each semantic role. In the present study, we identified ten semantic roles for the indirect object in Persian, which are recipient, malefactive, beneficiary, stimulus, result, source, theme, goal, instrument and audience. Each indirect object which holds one of these semantic roles—according to the meaning of its verb of course—can be expressed in Russian through the following methods 1). Accusative case with no preposition needed; 2). Accusative case with prepositions needed “на”, “в” and “про”; 3). Dative case without or with prepositions “к” and “по”; 4). Genitive case without or with prepositions “от” and “у”; 5). Instrumental case without or with prepositions “за” and “с” and 6). Prepositional case with preposition “о”.

As you know, in typology, languages are categorized on the basis of morphological, syntactic, and semantic features. These categories help linguistics to introduce language universals. This article aims to determine the word order typology in Standard Arabic. Standard Arabic is the standardized and literary variety of Arabic used in writing and in most formal speech throughout the Arab world. The results of the article are of importance in teaching Persian to Arab students. In this article, word-order of the Standard Arabic is analyzed on the basis of the 25 typological correlations (Dryer 1992 and Dabirmoghaddam 2014). The results suggest that Standard Arabic, in comparison to African, Eurasia languages and other languages, which Dryer indicated them in his article, has 20, 22 and 23 correlations of strong VO languages; and also, has 12, 8 and 8 correlations of strong OV languages. Thus, Standard Arabic has a tendency towards strong VO languages.

Grammatical case in the agglutinative and inflected languages is described as a tool that has two functions: 1. determining the syntactic roles of a structure in a sentence, such as subject, direct object, indirect object, and so on. 2. defining the semantic roles of a structure in a sentence such as agent, patient, beneficiary, recipient, etc. In Russian, the grammatical case is also considered as a way to show the syntactic relationship between the elements of a sentence or syntactic group. At the level of the sentence and the syntactic group, the verb or other word that act as head of the group government on its obligatory and optional arguments or complements with the help of grammatical cases. Russian language defines six grammatical cases: nominative, accusative, genitive, dative, instrumental, prepositional. The dative case has a particular importance among the six grammatical cases because it has its own meaning. In Russian, with the help of dative case, five semantic roles are expressed: recipient, addressee, experiencer, beneficiary/malefactive and second member of the relationship. Since Persian does not have the category of »case«, it uses other syntactic tools to express the concepts that are expressed in Russian by the grammatical cases: simple and compound prepositions, postposition «را», ezafe, word order and conjunctions. In Russian, the dative case has four main semantic roles: recipient, addressee, experiencer, beneficiary/malefactive, and a secondary semantic role, i.e., the second member of the relationship. Since Persian language does not have a category »case«, the structures of Russian language that are used in the dative case are expressed in Persian language in different ways. In the present article, we examined each of these roles and identified the methods of expressing them in Persian.

Among simple prepositions, we can name ɂaz ‘from’; be ‘to’; daɹ ‘in’; baɹaye ‘for’ and ba ‘with’. The simple prepositions are the most frequent language unit when we search different corpora. This frequency confirms the importance of these language units. Prepositional phrases appear in the sentence either as an argument or as an adjunct. The purpose of this research is to classify the simple verbs with the object of the preposition /be/ in Persian language. This research has used Levin's approach in categorizing English verbs. Levin believes that the similarity of syntactic behavior and syntactic valence of verbs can lead to semantic similarities. In this paper, to investigate this issue, about 200 simple Persian sense verbs that have the object of the preposition /be/ were selected and extracted from the Syntactic Valency Lexicon for Persian Verb (gathered according dependency grammar), and then classified according to Levin's approach. The classification of the data indicated that these verbs could be grouped into seven semantic categories. It is obvious that achieving these semantic classes is useful for language learning and teaching the verbs as the core of the sentence.

Metaphor is one of the expressional Iʻjāz, and the Qur'an uses it to explain its meanings and mission. Metaphor in the traditional sense uses words other than their original meaning, but in this sense, it alone cannot show the worldview, structure and thoughts hidden in the verses. According to the metaphor, we can compare two classical and cognitive-linguistic viewpoints. It indicates that in traditional linguistics, metaphor has been merely a tool for the beauty of language expressions. Still, metaphor is a new look at how mental processes emerge and become linguistic elements in cognitive linguistics. The present study, with an analytical-descriptive method, aimed to evaluate metaphor regarding the traditional rhetoric scholars and cognitive linguists and the role of cognitive metaphor in Quranic explanations and analyses. The results, in the form of knowing the ways of distinguishing cognitive metaphor from traditional metaphor, and examining the verses according to metaphorical conceptualisation, indicated that a tool such as conceptual metaphor in the cognitive analysis of the verses and achieving the semantic principles governing the Quranic conceptualisation provides the possibility for the audience of the Qur'an in discovering the Qur'anic layers that not possible in the traditional metaphor.

One of the main problems of second language learners is learning grammar. In this research, We have tried to facilitate learning Persian grammar for Italian learners learning Persian by using the achievements of linguistics typology. For this purpose, similarities and differences between Persian and Italian are determined using typological word order. For the next step, without pointing out typological similarities and differences of Persian and Italian, the grammatical points were taught to the participants and then they were tested (pre-test).the test was in three parts. In the first part, sentences were presented in Italian and the participants were asked to choose the correct equivalent among four choices. In the second part, the participants were asked to translate Italian sentences into Persian. In the third part of the test, the participants were asked to translate a designed Italian text into Persian. Finally, after a certain period of time, the grammatical points were taught to the participants considering typological differences and similarities between Persian and Italian. Finally, the test (post-test) was performed. Data analysis showed that the participants' mean scores in the post-test were higher than their mean scores in the pre-test. In addition, the analysis of inferential statistic shows that the difference is considerable which means that the independent variable, awareness of typological features of Persian and Italian, has an impact on dependent variable which is participants’ scores. Therefore, being aware of these features (similarities and differences) could help the Italian language learners to get a better score.

The present study represents the concept of future in the writings of foreign Persian learners based on three stages (pragmatics, lexical and morphological) concept-oriented approach. The corpus of this research is 50 texts written by Persian foreign students from China, Russia, Iraq, Uzbekistan and Syria, in elementary, intermediate and advanced language levels. The purpose of this study is to answer the question whether the application of the concept of future in Persian's writings based on the stages of the concept-oriented approach is represented or not. The study and analysis of Persian students’ writings showed that the concept of future is represented according to the three stages of the concept-oriented approach in Persian writing for students of elementary to advanced levels. The results showed that Persian learners in the first stage (pragmatics) are familiar with the concept of future and use their knowledge of the first language to understand and understand this concept. At higher language levels, with more learning of Persian, in addition to having a lexical stage, they also reach a morphological stage and use various forms to express the concept of the future.

Factors such as discourse context, social characteristics of the speaker, language attitudes, and processability of learners on their levels influence a speaker’s use of a particular form. Some researches show that different tasks elicited different types of forms learners. In this study, we try to investigate the type’s influence of task on “Ra” (preposition for direct object in Persian language) and analysis that based on processability theory. The goal of this investigation is to determine similarities and differences between marked and unmarked nouns before using Ra in two types of tasks; conversational task and explanatory task. For doing this, we consider 35 conversational task and 35 explanatory task from level 6 Persian learners of Almahdi’s School. First of all we determine data of marked and unmarked nouns before Ra in these two types of task and label them. Then we show the frequency and distribution of each feature in these two types of tasks, finally we compare distribution of nouns (whether marked or unmarked specific nouns) in conversational tasks and explanatory tasks. The result of this research shows there is no a significant difference between marked and unmarked nouns in each task and between using specific nouns before Ra in these two types of tasks. It can be explainable this result based on processability and due to the level of the learners.

One of the major problems that language learners face when reading a text is that they often do not engage with the text while reading it and therefore do what they usually do. They read but they do not understand. This causes their academic failure and lack of motivation to learn. Disabilities, failures and weaknesses in learning and teaching have always been a concern for experts and researchers in second language teaching, as well as teachers and language learners. Learners' academic achievement is influenced by various factors that if these factors and how they affect students' academic achievement are identified, the teaching-learning goals can be achieved well. When problems such as learning disabilities and depression occur in the educational system, learner motivation is mentioned as one of the important causes. From the psychological point of view of language, apathy has a negative effect on language learning and causes a negative self-concept in the person, and as a result, the person has a negative attitude towards all his abilities, and this has a negative effect on all aspects of the person. Leaves undeniable. Different educational factors can be effective in motivating the learner such as teacher, classroom, educational facilities, teaching method, emotional relationships, etc., but one of the factors affecting learning motivation is the appropriate teaching method and the use of effective strategies. One of the new and effective learning strategies that allows to show the interrelationship between elements in terms of content and the relationship between new and previous knowledge is the concept map technique (Novak, 1990).  The theoretical framework of the concept map method is based on the theory of learning absorption by David Azubel (Asubel, 1968). A concept map is a graphical representation of knowledge material produced that is used to understand the key concepts of that knowledge and the relationships between them. Using this strategy can change the role of teachers and learners and make learners the main players in the learning process. Considering that study and learning strategies are very important and effective in strengthening the reading and learning skills of language learners, and on the other hand, such strategies can be taught and learned, by teaching these strategies to language learners, increasing their level of comprehension. The purpose of this study is to investigate the effectiveness of concept maps on strengthening reading skills and motivation; Therefore, the present study is designed to answer the following questions: 1- What is the relationship between applying the concept map strategy and strengthening the reading skills of foreign Persian learners? 2- What is the relationship between using the concept map strategy and strengthening the motivation of foreign Persian students to read?

 The statistical population of the study is 84 students of Persian Language Training Center of Imam Khomeini International University of Qazvin and International College of Tehran University of Medical Sciences. Among them, by available sampling method and randomly divided into 2 experimental groups and 2 control groups. The selection of the statistical population was completely random. Because the educational level of reading texts was for language learners who are somewhat proficient in reading skills, a pre-test was conducted among language learners who had completed the intermediate level. In this study, 4 pre-test tools, researcher-made courses, post-test and motivation questionnaire have been used. Pre-test: After random selection of intermediate language learners in order to standardize the subjects, a pre-test was designed and performed which included 40 questions in three sections. The word section, which includes 20 questions of experimental text words and another 20 questions of comprehension type. Researcher-made texts. In this research, ten educational texts focusing on Iranology were prepared. In selecting the texts, two criteria were considered: the newness of the texts and the relevance of the content to the level of knowledge of the language learners. The reason for emphasizing the novelty of the texts was that the previous information of the subjects did not affect the results. Lessons begin with pre-reading. Pre-reading consists of a few questions about the subject of the lesson that learners practice with each other and answer orally. In fact, by introducing the subject of the lesson and presenting the keywords to the learners, the teacher helps the students to activate whatever they have in mind about the subject under discussion so that they can use it during the teaching and the words that may It is new for learners and helps learners to find the meaning of each word and use their previous knowledge to make their minds more prepared to receive content and learn new words. Post-test: At the end of each lesson, post-test was taken from both experimental and control groups. The questions of both groups were the same and they were tested in the same way. Based on the content of the experimental texts, questions were prepared to assess the subjects' comprehension. The questions of this test were prepared based on and using the test specification table and the revised classification of educational objectives. Farhady et al., (1999, pp. 250-251) have listed three important methods for reading comprehension tests: multiple-choice questions, close-up or text completion test, and short test. Response. Among these three methods, for this study, the multiple-choice question method is used for various reasons, including the fact that these questions have a lot of flexibility and a wide range of capabilities. Language learners prefer them to other tests, and most importantly, they can be selected with high objectivity. After designing the comprehension test, the test was again given to 7 professors of the Imam Khomeini Persian Language Training Center in Qazvin to check its face and content validity, and they also reminded the researchers of important points that led to modifications in the test. At the end of this process, the reading comprehension test was prepared for the initial test in one of the reading classrooms, which had almost the same conditions as the main language group of students (in terms of language proficiency level). Ready for final performance.

According to descriptive statistics, comparing the comprehension motivation of teaching language learners with concept map and without concept map in each of the four methods of individual presentation, group presentation of individual drawing and group drawing separately, indicates that the concept map in strengthening Motivation has the effect of reading skills. The results of this study with the results of Charsky & Ressler (Charsky & Ressler, 2011), Hong et al. (Hwang et al., 2011), Jegede & Aliayemola (1990), Beitz (Beitz, 1998), Chularut and DE Backer (2003) and Talebinezhad & Negari (2007), who have shown that concept maps have a positive effect on emotional characteristics. But it is not in line with Mehrabi Pari (Mehrabi Pari, 2011) research. In his research, he showed that the use of concept maps is not effective on the components of motivation (self-efficacy, internal evaluation, test anxiety, learning strategies and self-regulation). Therefore, it can be said that since a kind of hierarchy is observed in the preparation of a concept map and clearly shows the connection between the concepts, it causes the organization of the content in the minds of the learners and as a result, meaningful learning takes place.

Based on Foucault's discourse analysis approach, this study examines participants' discourse perceptions of historical-political words and tries to find the answer to the question of how different historical-discourse formulations and their changing nature is expressed in words as a referent of discourse truth (constructed discourse) and reproduced and  recalled by words. In other words, how is the "word" itself a discourse that can be analyzed? This research was conducted in two stages and two questionnaires with 110 and 135 participants. The method of this research is qualitative-quantitative and based on description and analysis. The second questionnaire in 5 groups of questions evaluates the connection of the word with historical periods and discourses, the difference between the discourse of the word in each period, and the individual discourse of the participants. The data were analyzed qualitatively and quantitatively in the form of statistics and graphs. Quantitative analysis of data from 21 items by SPSS software confirmed a significant relationship between "words" and "historical periods and discourses". The results showed that some words, such as historical-political words, are to some extent formed in discourse and are tied to specific historical discourses. And reciprocally,  independently and disregarding any background and verbal context, they can represent and induce that discourse and reconstruct the components related to that discourse in the mind of the addressee. Thus, although the words have their own lexical meaning in the language, according to different contexts, conditions of occurrence, different minds, and finally different discourses, they show different perceptions, influences, and relative meanings and carry different discourses, and the concept  they have in the mind is a historical  one that has been formed in history. This study concludes that words reflect the reorientation of the discourse formulations and articulations of history and they alone can be studied in discourse analysis and ethnology.

The purpose of this study was to investigate the difference between cultural-geographical words in the dialects of different regions of Iran. The question is whether the Whorfian theory of linguistic relativity is confirmed by what exists in the scope of these terms and consequently, the relationship between language and thinking process in these dialects must be considered from a cognitive perspective or this difference and the subject of "cultural-geographical vocabulary" in general should be analyzed from the opposite side, i.e. the influence of culture and society on language. This research was conducted by the descriptive-analytical method in several stages and through two questionnaires (with 110 and 148 participants, respectively). Considering all the components involved, the data were analyzed qualitatively and quantitatively. The results show that geographical-cultural words are related to the socio-economic conditions of cultures rather than to the cognition and way of thinking of people of different regions. These words do not reflect cognitive distinctions rather, they are a mirror of the geography, climate, ecosystem, occupations geographical-cultural customs of their speakers and as part of a larger discourse, they carry and reflect many details and unspoken words from the geography and climate of the place of production. Thus, these lexical differences go back to the differences in the culture and ecology of the speakers and it is not in the realm of linguistic relativity and cognition. The findings emphasize the narrow border between these two types of lexical differences, which is usually ignored in cognitive-discourse research.