مقالات رزومه محمد داودی

Dialogism is a two-way exchange of ideas in which one party supports a particular action, practice, procedure, hypothesis, or theory, while the other is opposed with it and tries to overcome the others by argumentation. Parvin Etesami is considered as one major great poet in this genre of speech that has expressed her moral and social claims and advice through dialogism via allegory. The aim of this study was to identify Parvin's reasoning style in debates using Tolmen's theory. Sample argumentations were analyzed from three aspects including a. identification of arguments; b. identifying the claims and their rationales and c. the indicators of certainty. From among the thirty-two arguments (rational position) as identified in Parvin's poems, the positions of history and experience; the need for caution and prevention of danger and threat; the control of sensual desires; affordability and provision of definitions had the highest frequency. The arguments had formed the basis for claims and recommendations in areas such as chronology, cosmology, aesthetics, jurisprudence, risk caution, combating government and administrative corruption, denial of superficiality, fighting with oppression, identifying the challenges of poverty, rationalism, perfectionism, kinship rituals and companionship customs. Another finding of this research is the high frequency of certainty tokens such as "should", "should not", "nothing" and "never" in the poet's reasoning style.

  Method and Aims of the Study

     In this library research, data analysis was conducted with "inductive" techniques with the aim of examining the components of Parvin Etesami's reasoning style in the design and context of rational arguments, and the persuasion of the audience. Studies in this field include the relationship between dialogism and logic and its use as a logical argument to prove the claim and persuasion of the other party. Some instance include Vashghani Farahani and Mehri in which case, they brought “Stylistic features in Parvin Etesami's debates” or  Ebrahim Tabar’s study titled "A Stylistic Study and Analysis of Parvin's Drunk and Conscious dialogism with Rumi's Drunk and Wise Man";  Expression of dialogism and its relation with rationalism by Zakeri and Samsami titled "Sparks of dialogism in Persian Literature (rhymes)"; expressing the most official method of discussion and reasoning, as in Mohebbi’s study titled "Debate in Persian Literature"; "Sociological analysis and analysis of Parvin's poems and debates through political and social ideas", Majdaldin and ModirShaneshchi, and "Manifestation of the two principles of imitation of ancestry and ethics in Parvin's poems" by KordNowdeh. According to above-mentioned ideas, in this article, an attempt has been made to study the method of reasoning in debate based on Parvin Etesami’s works as mapped on Toliman's theory.

In the present article, the dialogic poems were analyzed in terms of three aspects including identification of arguments, identifying the claims and their rationales and finally the indicators of certainty. In all, thirty two arguments based on rational positions were identified in the poems, within which the arguments associated with cleanliness as a necessity, concentration on beauty, the balance between supply and demand, kinship interest with and obliteration by the stronger companions based on their ideas and descriptions, definitions and existing nomenclature in the literature were finally identified and extracted. In terms of frequency, history and experience, the need for caution and risk prevention, control of sensual desires and affordability had the highest frequency. Arguments for necessity and urgency, and efficiency and productivity were in the second place, and positions of honesty, coping with abuse, decompression, sequence of difficulty, and inefficiency in the third place. Rational positions, kinship interest, destiny, philanthropy, reality, responsibility, culture, work-life balance, consensus, concentration on beauty, the effects of companionship, and prohibited tendencies towards extremes were also detected. On the other hand, the above-mentioned arguments had triggered various claims such as cooperation, punctuality, maternal love and endeavor, truth seeking, denial of racism, unity, gaining experience, governmental ethics, anti-government corruption, anti-crime movements, hopefulness, challenging the poverty, rationalism, and perfectionism.  Certainty-enhancing indicators such as "should", "never", "always", "times", "unless (except)" were also frequent in her argumentative style.

Currently reflective teaching has received much attention by educators in the field of education and is believed to be a serious new measure of the quality of teaching. Many experimental studies have been carried out to study teachers’ reflective teaching using methods and research instruments such as reflective journals, video recordings or actions research but little research has been conducted using reflective journals in L2 teaching in the context of Iran. The present study intends to explore the extent to which EFL teachers engage in reflective teaching. For the survey section, there was a random sampling of 250 Iranian EFL teachers holding M.A, B.A. Ph.D. degree in linguistics, translation, English literature. Out of 250 surveyed participants, a convenience sampling comprising of 60 EFL teachers, both males and females, from two language institutes in Sabzevar, Iran, participated in the study. They were randomly assigned into two groups of A as the experimental group and B as the control group with 30 participants each. Data were collected by the following means: (a) Akbari et al.’s (2010) reflective teaching inventory administered to 250 Iranian EFL teachers, (b) journals written by 60 EFL teachers. The results revealed that EFL teachers practice the metacognitive as the most frequently used component and the practical component as the least frequently used one. Using Farrell’s (2004) framework, journal data were analyzed whose results indicated that EFL teachers practiced three chronological types of reflection namely, reflection-for-,in, and on-action with different degrees. The analysis of the contents of reflective teaching resulted in a framework with metacognitive, learner-based, cognitive, critical components. Some implications and suggestions for teacher education programs are discussed in EFL context.

The comparative rhetoric is one of the research needs of comparative studies that opens new aesthetic adaptive auctions and helps contemporary rhetoric to study the heritage of Persian rhetoric and European languages, especially English rhetoric. This comparative study in three areas of Figure of meanings, expression, and exuberance. In the rhetorical classification of these artistic methods and aesthetic analysis of the literary text, in particular the science of meanings which, in contrast to the two expressive and exquisite sciences, remains obscure in the aesthetic analysis of both languages. In this article, we have attempted to adapt the theory of action spoken, grammatical structures in the secondary meaning, the priority and verbal subtraction, the fragmentation and connotation, the structure of sentences in expression of meaning, truth, and equality are discussed in Persian and English. The classification of rhetoric in both Persian and English languages can be found in the similarities and differences between the artistic origins, the universal context and the fundamental aesthetic attitudes and the aesthetic analysis of the literary texts of these two languages. The More Influencing of English Rhetoric from the Greek Rhetoric and the Influence of Persian Rhetoric on the Qur'an and the Persian Literary Texts, the inclusion of a number of topics in the science of meanings in the Persian and English languages in the context of the term " Decorum is a comparative study of this research.