rezamorad sahrayi

In this qualitative study, the opportunities and threats of education in mother tongue in Iran's formal education system from the perspective of experts and authorities has been investigated. Using qualitative content analysis method, a semi-structured interview was done with professors of linguistics, educational sciences and psychology and also with the authorities of education organization in the Kermānshāh province who were selected using purposive sampling method. 18 articles, four books and five theses also were examined in this context and their analysis was continued up to the saturation point. The unit of analysis was the theme. To ensure the validity of the findings, member checking was used and to determine the reliability, inter-rater agreement was applied. At the end of the inductive content analysis, and through continuous comparison of the obtained codes it was turned out that from the perspective of experts, cognitive development, mental health, national unity and the spread of democracy are the most important opportunities for education in mother tongue. Authorities also noted the realization of development, improvement of academic performance and the development of human resources as opportunities and the poverty of linguistic resources as a threat for education in mother tongue. The results of this study included valuable points to the benefit of education in mother tongue for Iran’s educational policy makers.

This study had two main steps. The first one was introducing and examining the Long’s Model of Needs Analysis (NA) for distinguishing the general language needs. By doing the first step، we tried to recognize the shortages of Long’s Model، in the second step to realize the general language needs of Persian language learners and find out what language functions are needed to be learned for general purposes. So through the questionnaire and collecting the perceptions of Persian language learneers and teachers، we achieved two outcomes: (1) collecting language needs including language functions for Persian language learners and (2) analyzing and sequencing the needs. To attain the above outcomes، Long’s NA Model (2005) was examined and its shortages were recognized. In order to collect and sequence language needs، a list of pedagogical language functions which are needed to be learned by Persian language learners to reach the proficiency in general level، was prepared. This list was provided via teachers and different Persian sources. The instrument used for collecting the data for the study was attitude scale and student-need-assessment questionnaires were administered to 100 advanced Persian language learners and 20 Persian language teachers. Based on the students’ attitude scale and through the Factor Analysis (FA) method، all data were graded and placed in a five-leveled framework.

Nowadays, interdisciplinary studies, especially in the humanities, are of high importance. Among such studies, we can refer to studies between Quran sciences and linguistics. The aim of the present research is presenting a systematic semantic theory in order to justify the textual relations in Quran. In this research, researchers aim to review the cohesion and textual relations of Ehqaf Surrah. Therefore, apart from the theory of cohesion, the theory of relation as a novel theory in linguistic has been used. In order to reach this goal, the text has been divided into different semantic areas and then, the intra- and inter-verse cohesion of each area has been investigated. In the next stage, the relation of each semantic field and relational elements which put different verses in different areas have been investigated. In the end, the cohesion between all semantic areas and the relation and relational elements between these areas has also been identified. The findings of this research indicate that the verses of Ehqaf Surrah, apart from intra- and inter-verse cohesion, have cohesion between semantic areas. The verses of each semantic area are related to each other using different devices such as inclusion, referral of adverbs, comparison, and simile.

Oral corrective feedback، according to many researchers’ points of view، plays a crucial role in facilitating and accelerating the process of the second language learning. In addition، since the study of feedback is a kind of informal research (classroom researches dealing with class activities in details)، and observer is within the actual learning environment، the significance of such feedbacks gets much more accentuated. The present study aims to identify Persian learners’ error types، the teachers’ feedback types and learners’ uptakes; also it is aimed at determining the most and least frequent errors occurred on the basis of Lyster and Ranta’s model (1997). To do so، participants including 5 Iranian teachers and 57 students from different nationalities in three different levels of elementary، intermediate، and advanced were selected through stratified sampling. About 3420 minutes of the classes were recorded، of which 1620 minutes were transcribed. Then، teachers’ feedback types، learners’ errors and their uptakes were identified. To analyze the data and illustrate the tables and flowcharts، software such as SPSS، Excel and Edraw Max were used. Findings showed some results were consistent with Lyster and Ranta’s (1997) study whereas some of them did not. The ‘recast’ and ‘elicitation’ were reported the most frequent feedbacks and uptakes، respectively، which are consistent with their findings. However، results differ from those of Lyster and Ranta (1997) with regard to the least given feedback and the least uptakes.