shima ebrahimi

It is indisputable that learners’ (di)satisfaction with teaching strategies and methods can significantly impact their learning. Teachers should therefore pay attention to the learners’ needs when choosing their teaching strategies and methods. Amongst these needs, particular mention can be made of employing learners’ emotions and senses in the learning process. The present research is an attempt to develop and validate a Teaching Method Satisfaction scale based on the emotioncy model. This study is quantitative and applied. After the content validation of the questionnaire by experts in psychology, it was distributed among students. The sample size was 398 students (315 women and 83 men) with a mean age of 22.86 from such disciplines as Persian language and literature, English language and Arabic language. To measure the validity of the questionnaire, exploratory factor analysis was used and Cronbach’s alpha was employed to measure its reliability. Findings of exploratory factor analysis showed that the Teaching Method Satisfaction Scale consists of three factors, namely, psychological, cognitive and environmental. Also, Cronbach's alpha for this scale was 0.97, indicating high internal reliability. The present scale can be used as a tool to examine the quality of teaching methods at universities.

Since birth and throughout all stages of development, humans have been social beings, as effective communication and interaction with others has been crucial for them. The capability to understand ideas, emotions, and views, and to be aware of and sensitive to them in social interactions, helps develop friendly relationships, promotes self-awareness and self-acceptance, and improves group cohesion. Living in an interconnected world means that we will inevitably face difficulties, and consequently, will regularly need the assistance of others. Iranians have long had a reputation for being kind and helpful to their fellow citizens. It is essential to remember that providing verbal support and assistance to others can also protect them from potential dangers (Andreoni et al., 2016).When seeing other people’s problems and issues, individuals use various verbal and functional approaches in accordance with their own perception and understanding of the situation, as well as the mental and emotional state of others. This indicates their level of care and concern for others. Concern for someone is defined as the emotional and cognitive ability to understand emotions and react to the mental and emotional states of others. Interpersonal interactions and socioemotional aspects help differentiate between “apathy” (having no feelings), “sympathy” (observing feelings), “empathy” (understanding feelings), and “metapathy” (changing feelings).The current research aims to assess people’s level of concern for others by analyzing the language expressions they use in various situations. In other words, the concept of 'cultuling' (language + culture) of concern for others introduces a new perspective on concern, which is influenced by both the extent of people’s engagement with the problem and the closeness between individuals.

Considering the rapid progress of technology in the fields of cognition, robotics, and artificial intelligence, as well as the abundance and easy access to educational materials in cyberspace, traditional education no longer meets the actual needs of society. Informal education has overcome formal education by placing a greater emphasis on techniques and skills. In this article, two types of education were introduced: a) Mindsetting education (including mind-filling education and mind-developing education) and b) Brainsetting education (including brain-exercising education and brain-generating education). The first relates to thinking and thoughts, and the second is knowledge and skills. In fact, with the advent of intelligent educational systems, there has been a shift from soft, mental, and human approaches to more hard, cerebral, and machine approaches, which teachers and educational specialists need to consider.

The crucial role of education in instilling cultural and identity components cannot be overstated. As a result, textbooks are critical in fostering an awareness of individuals and elites. The purpose of this study was to ascertain the level of sapioemotionality prevalent among junior high school students and the frequency with which elites were addressed in their Persian Language textbooks. Sapioemotionality is concerned with the degree to which emotions are elicited when witnessing or hearing about elites, and it has positive and negative convergence and divergence qualities at both the individual and social levels. Using the sapioemotionality Questionnaire, the author investigated the sapioemotionality of 917 junior high school (tenth, eleventh, and twelve grades) students (mean 16.51 years) in the fields of literature and humanities, experimental sciences, mathematics, and physics. On both an individual and social level, the t-test demonstrated that girls had greater sapioemotionality than boys. According to a one-way ANOVA and post-hoc test comparing educational levels, tenth-grade students had higher sapioemotionality than the other two levels, while math and physics students had lower sapioemotionality than the other two disciplines (literature, humanities, and experimental sciences). A qualitative analysis of Persian Language textbooks revealed that the level of attention paid to elites was restricted to presenting a brief work by a famous poet, which falls short of students' sapioemotionality demands, and 76% of students believed that no attention was paid to elites in Persian textbooks, stressing the importance of revising textbooks based on students' sapioemotionality and cultural emolings.

One of the important goals of higher education is to train future specialists to meet the needs of society. Students’ deliberate and conscious choice of university major can be effective in achieving this goal. Also, students’ positive attitude towards their major and career prospects can enhance their motivation. The goal of this mixed-methods (quantitative-qualitative) study is to examine Persian language and literature students’ various forms of motivation and their attitudes towards their university major and career prospects. For this purpose, 200 Persian language and literature students at three educational levels (bachelor’s, master’s, and doctoral) answered a questionnaire of attitudes towards the major and career prospects, together with three qualitative questions, that examined their views on benefits and obstacles in the field of Persian language and literature and analyzed their satisfaction with teachers’ teaching styles. The results of the study in light of the dual continuum model of motivation showed that students’ attitudes toward their major and future prospects are generally average. There was, however, a significant difference in different educational levels in terms of students’ attitudes. In other words, undergraduate students expressed positive attitudes, compared to doctoral students. This appears to bring about passive motivation among students and hamper their academic progress. Necessary measures should be implemented to change students’ attitudes as their motivation may turn into active or passive demotivation. To overcome these challenges, some amendments should be introduced: introducing more practical courses, implementing novel and effective teaching methods, running specialized entrepreneurship workshops and enhancing students’ research skills.

An essential factor in the quality of teachers’ teaching methods is understanding duty-shirking behavior in their discourse, which can be analyzed through the culturology of language given the interplay between language and culture. With the overall goal of analyzing the cultuling of teacher duty-shirking behavior, the present article is built on online semi-structured interviews with 101 teachers (66 females and 35 males; from 21 to 58 years old) in Mashhad. They had been teaching at different school levels. The collected data were analyzed in light of the conceptual model of cultuling analysis. The results showed that the cultuling of duty-shirking behavior is mostly found in private and informal situations in order to evade duties, sidestep responsibilities, protest rights and facilities, voice opinions, or exonerate oneself with sarcastic, serious, sympathetic, sincere, and advice tones. Teachers might even be demotivated and seek their own interests. Teachers’ awareness concerning this cultuling is at the stage of involvement and their emotion toward it is negative. Additionally, the cultuling is indicative of negligence, short-term orientations, indirectness, and collectivism in the teachers’ community. Therefore, effective measures should be taken to prevent the spread of these patterns throughout society. The results of the current study will go a long way in helping the officials of the educational system in addressing the concerns of teachers in having a dynamic educational system.

Writing scientific and academic books, articles, and delivering lectures on various scientific topics are among the effective ways of communicating knowledge and information to audiences and learners. Therefore, it is worth noting that researchers, scholars, and teachers in various fields of research should adopt a writing or lecturing style that effectively and successfully communicates information to the audience, enabling them to easily benefit from learning new content and information. Priority should be given to using scientific language, which is plain, direct in interpretation, and has logical structures and order that utilize words in their true meaning, guiding the audience directly to the intended meaning.However, some authors, researchers, and speakers opt for a sublime and glorious style of presentation, aiming to deliver eloquent speech or writing. Despite this, they should consider that the primary and crucial goal of presenting scientific content is to convey it properly and explicitly to the audience. Therefore, teachers should pay attention to differences such as gender, education, and field of study among their audience when choosing their presentation style. Each variable affects people's preferences for learning. For example, studies in applied linguistics have shown that gender differences play a role in the use of language tools, with men and women differing in their use of lexical items. Additionally, individuals' level of education and their expertise and specialization shape the way they use lexical items or grammatical structures. If the audience is trained according to their preferences in receiving and processing information, they will achieve better academic results.Due to these differences among learners, the education system needs to consider learners' learning styles and emotions, as they are essential factors in the field of education. Emotions not only affect students' preparation and motivation to deal with problems but also their efforts and the strategies they use to understand the course content. In this regard, utilizing the emo-sensory style (involving the senses and evoking emotions) and engaging different senses of students in the process of grasping information can be beneficial.Given the importance of considering audience differences and their needs when selecting the writing and speaking style of authors and speakers, the present study aims to examine the language preferences of students of different genders, various levels of education, and fields of study. This analysis is conducted using a new measure that examines sublime, emo-sensory, and simple styles. The paper seeks to answer the question of whether gender, level of education, and field of study significantly influence learners' preferences regarding these styles.

Considering the importance of online teaching of Persian language to non-Persian speakers and the limitations and problems of this type of education such as such as decreasing teacher-student interaction, lack of motivation and reluctance of learners to participate in class discussions as well as distancing themselves from doing interactive tasks, the present applied research in a bid to deal with the mentioned issues and problems, attempted to focus on the proposal of Persian language teaching based on the conceptual model of education and to provide solutions for its online teaching. The conceptual model of education includes macro-cognitive competence (creative, critical, systemic and futuristic thinking), social-emotional (intra-personal and interpersonal management), sensory-perceptual (sensory and environment management) and values that are proposed for aligning educational activities with the education system. In this research, which was conducted in a qualitative manner, in order to teach the four language skills, i.e. listening, speaking, reading and writing through an online platform based on the components of the conceptual model of education, first, a sample lesson for the advanced level of teaching Persian language to non-Persian speakers was simulated based on the mentioned model and after that, solutions for teaching it effectively on an online platform have been presented. The findings of the present research indicate that Persian language teaching on an online platform based on the mentioned model is practical and applicable and can help to remove the problems and limitations of this type of teaching.

The major objective of the study was to develop and validate a Teacher Energy scale in light of the metapathy concept. To do so, first, a model was developed classifying teachers into energy creators, energy boosters, energizers, energy drainers, and energy killers. This was followed by the development of a 30-item scale. A total of 283 language learners (170 women and 113 men) between the ages of 15 and 51were asked to answer the Teacher Energy scale. Structural Equation Modelling (SEM) was employed to analyze the data. The findings showed that the scale was invalid due to the similarity of items—since the learners gave identical answers to the items and did not distinguish between the factors underlying the questionnaire. Then, the scale was reduced to 12 items, and SEM was used. The results showed that the Teacher Energy scale with two subconstructs of energy-boosting and energy-draining was valid. The results were discussed, and some suggestions were made for researchers and educators.

The present study aims at evaluating two versions of the content of the coursebook Reading Persian, developed for the third grade of elementary school. The book was first published for the academic year 2012-2013, and it was then revised and updated for the academic year 2019-2020. The descriptive content analysis—developed by William L. Romey—and involvement coefficient were employed to analyze the book content. The analysis consists of gauging the involvement coefficient for the text components, including the questions and illustrations. The results show that in contrast to the older version of the book, published for the academic year 2012-2013, the newer version has failed to consider the adequate standards, and demanded writing a decent coursebook. As a result, it seems that revising the coursebook is a must to meet the expectations. Given that the illustrations of the two books failed to promote active learning strategies and interactive items, the book's authors are invited to include images that facilitate understating of the book content and encourage students' reflection. The results also indicate that the questions employed in the newer version of the textbook are more engaging and increase students’ level of involvement with the learning process.

This study defines parenting styles based on the level of parental concern. A qualitative research design was chosen to address the research questions. A total of 473 statements from 388 parents’ naturally occurring conversations and 512 statements from 428 parents’ conversations in 45 Iranian TV series and films, which were relevant to parental concern, were analyzed using the conceptual model of cultuling. Results demonstrated that parents in unequal and informal situations were concerned with matters such as matters as assistance, consultation, persuasion, advice, forcing their opinions, saving face, avoiding blame, blaming, complaining, protesting, and avoiding responsibility. These expressions   could indicate cultural patterns, such as masculinity, collectivism, and holism, particularly in parents with traditional thinking. In addition, a new classification of parenting styles in terms of concern levels was introduced: Apathic, Sympatric, Empathic, and Metapathic parents (a: imposed and b: persuasive). The findings revealed the most common forms of parents’ concern were empathy, metapathy, and then sympathy. This demonstrates that the majority of parents interact with their children empathically, and the imposition of opinions in traditional Iranian families has declined in recent years as more individuals move toward individualism. Moreover, some families prefer apathetic and sympatric parenting styles. In extreme cases, this may create an emotional and generational chasm between parents and children with long-term repercussions for children. Therefore, it is essential to establish a balance between parenting styles.

A strong, healthy teacher-student connection helps to create an environment conducive to personal and academic progress. Stroke is the point at which a healthy relationship starts to deviate from an unhealthy one in terms of behavior and words. Generally, strokes have been given in a conventional and non-literary manner, but the literary form of strokes has been advocated as a way to open up an opportunity for the creative use of language, as well as the construction of a relationship between language, culture, and literature. The purpose of this quantitative research is to determine students' preferences for literary and non-literary strokes. Gender disparities in preference for literary and non-literary strokes are investigated to account for males' and females' preferences. Despite growing up in the same biological and cultural environment, they may have opposing viewpoints. The convenience sample technique was used to choose 411 students (133 men and 278 females) from a variety of majors and stages of study. The data was collected using a researcher-made questionnaire with literary and non-literary strokes. Results suggested that female students tended to choose non-literary strokes, while male students favored literary strokes. The reason for female students’ preference for non-literary strokes and male students’ preference for literary strokes may be attributed to their personality traits, communication styles and social status. Other contributing aspects include the lack of intimate relationships between teachers and students of the opposite gender as well as differences in literary and non-literary language features.

Given the role of culture in adolescent identity formation and the importance of Persian language and literature classes in cultural development and improvement, the present paper aims to introduce thick-slice sensory education to highlight educational cultulings of literary texts. Educational cultulings refer to the language of activities in the area of teaching and training. Indeed, they are indicative of the dominant culture in society. This research is qualitative and applied. Given the rapid spread of the detrimental cultuling of “avoiding knowledge”, this study analyzes the educational cultuling of “accumulating knowledge” in The Shahnameh and puts forward techniques for teaching it through thick-slice sensory education. Such techniques as using literary strokes, playing music, showing pictures and videos, performing plays, impersonating, doing mosha'ereh (poetry recitation contests) and writing stories can engage students’ senses, and consequently, enhancing their positive emotions and more effective learning. This appears that engaging students’ maximum senses in teaching the cultuling of “accumulating knowledge” can result in proper recognition of this cultuling among adolescents, and as a result of this recognition, it becomes well-internalized in society.

Given the significance of the reciprocal relationship between language, culture, thinking, emotions, and senses in establishing and maintaining effective communications, the present paper aims to introduce the “Brainling model” as an effective approach in preparing and developing instructional materials for teaching speaking skills to non-Persian speakers. Developed by Pishghadam (2020), “Brainling” is a combination of brain and language and has been inspired by MacLean’s (1978) theory of the triune brain. Indeed, it is based on the relationship between language and four components of culture (cultuling), emotion (emoling), sense (sensoling), and thinking (cogling). The present research is qualitative and applied. After elaborating on how to develop course content based on this model, a course sample developed by this model for teaching speaking skills to non-Persian speakers is presented. Based on this model, the course content is developed according to cultulings (culture hidden in the language expressions), and concepts and lexical items with a positive emotional charge are employed to the max. Also, throughout the lesson, different senses of learners are involved in learning, and activities and exercises are developed and built to promote a variety of thinking skills, including critical, creative, systems, and futures in language learners. It seems that teaching speaking skills based on the “Brainling model” helps learners build successful verbal communication with the speakers of the Persian-speaking community. Due attention should therefore be given to the coursebooks featuring speaking skills.

Due to the importance of practical teaching methods and the lack of a systematic approach to writing textbooks for General Persian Literature courses, the current practical study aims to investigate one of the most significant textbooks, i.e, General Persian Literature written cooperatively by Mahmud Fotuhi and Habibullah Abasi (2019), based on Conceptual Model of Education. The above-mentioned model consists of cognitive, emotional and sensory macro-competencies and values. It insists on making educational activities more practical. A mixed research method, i.e., quantitative and qualitative, is adopted, and the items in the content analysis checklist in the General Persian Literature textbook were examined and counted. Afterward, to examine the significance level between components of the Conceptual Model of Education in the General Persian Literature textbook, the collected data were analyzed using the Chi-squared test. It was revealed that there is a significant difference between mentioned Conceptual Model of Education components in the General Persian Literature textbook. Therefore, it is suggested that the Conceptual Model of Education should be paid more attention to so that the textbook contents are stored in students' long-term memory.

The Academy of Persian Language and Literature is the regulatory body for preserving the Persian language and its orthography, trying to protect the Persian language from fragmentation and possible related dangers. As the name implies, the Academy of Persian Language and Literature is expected to focus on culture and identity as well. Notwithstanding this expectation, the goals, duties and performance of the academy suggest that its main focus is on its lexical and linguistic functions. It goes without saying that culture and language are inextricably linked; therefore, when you speak of language, you cannot overlook the role of culture. The present paper introduces the new concept of cultulinguia, meaning an arena for displaying cultulings (the culture within the language). Along with the academy, cultulinguia can play an effective role. The academy appears to have a top-down, power-oriented, prescriptive, monophonic, and word-centered approach, with a strong focus on the form of the word than meaning. Consequently, people may not be interested in using these words as they become exvolved in such words. Cultulinguia, in contrast, follows a bottom-up approach, which is people-oriented, descriptive, polyphonic and culture-oriented, meaning that all people within the society can constructively contribute to it. Additionally, cultulinguia tries to achieve the culture hidden in the language by focusing on cultulings and paves the way for cultural excellence by replacing defective cultural memes. Through this, people become more involved in cultulings and the views of the majority of people are taken into account when it comes to make a decision. This should be noted that the academy and the cultulinguia act like two wings for the linguistic and cultural excellence of the given society and they can complement each other and meaningfully contribute to linguistic and cultural planning.

Persian language is one of the main cores of national identity in Iran; hence, efforts should be made to preserve it and awareness about it should be raised. The Supreme Council for Higher Education introduced a compulsory two-credit course for the history of Persian language. There is no doubt that this course demands a coursebook to facilitate learning and teaching as it is really important that coursebooks content be systematically arranged so that learning is not negatively affected or hampered. Research has it that content which is unfit and unsuitable and is not in line with student learning capacity results in the inefficiency of learning and teaching. Therefore, determining and developing effective course content according to the learners’ demands and cognitive and learning capacities is a must (Niknafs & Aliabadi, 2013).The interconnectedness of emotions and learning underpins the importance of students’ emotional engagement with the course content as the content should look and sound appealing enough to them. Narration appears to be a powerful technique to make the content engaging and attractive and to increase students’ motivation for learning. Narration is a sequence of events happening in time and place (Lothe, 2009). Numerus forms of narration can be found and this study focuses on the application of short stories as narrative text. Accordingly, text has diverse functions, including referential, emotive, persuasive, phatic, metalingual, and poetic, and each function plays a pivotal role in student’s successful learning. Metalingual and poetic functions bring about enjoyment and amusement and greatly affect audience. Also, the use of emotive and phatic functions can give pleasure to audience and give a sense of knowledge and understanding. The persuasive function shapes people’s attitudes and enables the sense of empathy, identity and imprinting. As a result, the learner directly encounters the content and can feel and analyze it. This helps students better internalize the information and learning materials. Additionally, when students are emotionally engaged in the stories and identify with the characters, they can easily memorize the materials (Sovia & Afrineta, 2017).Students’ emotional experiences can improve their ability to learn as emotions act as facilitators within the classroom and strengthen interactions among teachers and students, resulting in boosting the motivation for learning (Meyer & Turner, 2006).On account of the interconnectedness of emotions and learning, Pishghadam (2015) introduced the emotioncy notion which is a combination of emotion and frequency, wherein emotions are counted as the core of learning. This model hinges on the varying degrees of sensory emotions each word has and carries for individuals in their own society and these emotions are constructed through frequent exposure to diverse types of senses. More specifically, an individual has a higher degree of emotioncy towards a word when they have heard, seen, touched, experienced that word (Pishghadam et al., 2013). Emotioncy, as Pishghadam (2015) introduces, stands on a hierarchical matrix of six levels, including Null (0), Auditory (1), Visual (2), Kinesthetic (3), Inner (4), and Arch (5) or more specifically, avolvement (null) and exvolvement (auditory, visual, and kinesthetic) to involvement (inner and arch).Null emotioncy happens when an individual has not heard about, seen, or experienced an object or a concept while Auditory emotioncy has it that an individual has merely heard about a word. Visual emotioncy concerns the fact that an individual has both heard about and seen the item and Kinesthetic emotioncy occurs when an individual has touched, worked, or played with the real object. It is Inner emotioncy where an individual has directly experienced the word and Arch emotioncy implies that an individual has done research to get additional information.Despite the fact that motivation and emotions have been of importance in preparing and compiling educational resources and influence teachers and learners, the importance of the psychological factors in designing coursebooks has been ignored. This is because the main objective of many coursebooks is to convey information, and consequently, students’ emotions and feelings are simply overlooked. On the whole, relying upon the significance of students’ emotions and motivations in learning, the present study attempts to bring to the light the model of narrative-based emotioncy as a tentative model for revising coursebooks featuring history of Persian language.

Since language is an integral part of a culture, inspecting linguistic expressions can unveil the hidden cultural memes of a society, conceptualized as cultuling (culture in language) analysis. The present study examined the cultuling of ‘making accreditation with English’ used by Persian native speakers from the upper, middle, and lower social classes. To this end, 623 pieces of natural utterances, embracing this cultuling, were extracted from people's conversations in public and private places and from Iranian movies. Then, 279 utterances were analyzed from linguistic, cultural, and psychological perspectives based on the cultuling analysis (CLA) model. Additionally, more data were acquired through semi-structured interviews with 198 participants aged 19 to 54. The results of the study revealed that Iranians use English for various purposes in their conversations, including accreditation, power, education, superior identity, and higher social class in public/ private and formal/ informal contexts. Moreover, the analysis of Iranians’ different reactions to hearing English words in conversations manifested their hidden cultural patterns, including indirectness, power distance, uncertainty avoidance, high context, collectivism, low trust, and overstating

Of the effective ways to have successful interactions, the proper use of words could be mentioned. The vocabulary items chosen by the speaker can act as conversation starters. Consciously chosen vocabulary items that are attractive and functional enough could make a profound impact on the audience. The success of the speaker's utterance is effectively ensured by a web of vocabulary items that may have been carefully picked up in accordance with the theme of the discussion and the audience's taste. The present study, therefore, sets forth the concept of "language decoration" as an interdisciplinary approach in establishing effective communications. Language decoration means ornamenting the content and form of the utterance so as to affect the audience significantly. In fact, language decoration can reveal individuals' identity and personality and is firmly rooted within their linguistic competence. In view of the importance of thinking, emotion, sense, and culture in conversations and considering the fact that "postlocution" moves beyond communicative competence, the current study endeavors to put forward literary ornaments, psychological ornaments, cultural ornaments, sensory ornaments at the forefront of language decoration. Moreover, it advances this view that through cogbination (cognition+combination), emobination (emotion+combination), culbination (culture+combination), and sensbination (sense+combination), people could decorate their utterances and consequently, improve their communicative performance.

Language is a tool for effective communication between members of a community in which the ways it is used matter much. That implies that people use language to express their opinions, thoughts, and feelings. Indeed, they describe their relationship through language. From this point of view, language serves as a tool for giving people an identity, and how language is used in conversations is of significance for achieving goals and intentions.
This should be noted that in addition to exchanging information in conversations, attention should also be paid to the audience's understanding and selection of appropriate elements for a talk, and merely transferring information to the audience without considering the effect of lexical items on them may lead to poor communication. Broadly speaking, listeners tend to follow a conversation that is interesting, valuable, and useful and is presented with a simple and understandable language. Therefore, the type of lexical items used by a speaker and the extent of his efforts to attract the audience's attention are essential factors in any conversation. It is undeniable that for delivering an effective speech, people should plan and organize their content and gain the necessary experience and skills to convey it to others. If an individual wishes to have an effective conversation, he must know how to embellish his words to yield a positive effect on the audience and their emotions. Given that each individual has a degree of feelings and the emotional load of words varies from person to person, how to use lexical items in conversation is of paramount importance. Therefore, we can improve the quality of our daily interactions and communication through embellishing the speech and applying its principles. Accordingly, language, like environmental objects, can be decorated and presented to the audience in a more beautiful way. Therefore, paying attention to such elements as emotions, senses, and culture matters in communicating with others.
In view of the importance of this issue, the authors of the present inquiry attempt to explore an approach that goes beyond communicative competence. This novel approach not only transmits the message but also takes into account the audience's emotional and cognitive aspects in any communication. Therefore, after examining the concepts related to communicative competence, the theoretical framework is introduced, and based on that, the concept of language decoration is proposed, and relevant solutions are presented.

Literature Review

The main function of language is "communication", which is the reason why language theories such as "communicative competence" proposed by Hymes (1972) have well-addressed this issue. For Hymes (1972), communicative competence refers to the knowledge that a person can rely on to have effective and efficient communication with others and to determine whether a sentence is appropriate in certain situations or not. Canale and Swain (1980) considered communicative competence to consist of four dimensions, which should be taken into consideration for building a successful relationship with others.
A. Grammatical competence: knowing the lexical capacity and grammar (mastering words and grammar) and determining grammatically-correct sentences.
B. Discourse competence: knowing how to relate sentences to each other in terms of form and meaning (coherence) and achieving verbal cohesion.
C. Sociolinguistic competence: obtaining necessary information on how to choose words based on the audience type and socio-cultural context.
D. Strategic competence: using linguistic and non-linguistic strategies necessary to start, end, continue, repair and change the direction of communication.
Pishghadam et al. (2019) are of the view that in addition to the above-mentioned types of competence, another dimension called emo-sensory competence is also important for establishing effective communication. This is because people should pay attention to the audience emotionally to communicate more effectively. Accordingly, the smaller the emotional distance between the speaker and the audience, the more common understanding of the subject is formed, and consequently, the greater the rate of learning and understanding. Given that the theory of communicative competence only focuses on communicating and achieving personal desires and goals in conversation, Pishghadam and Ebrahimi (2020) introduced "linguo-therapeutic competence" (language for a better life) to complement the above-mentioned types of competence on effective communication. In this type of competence, language is seen as a tool for behavioral change, growth and a tool for improving another person's well-being. It is clear that if the speaker creates a balance between these language roles in their communication, pays more attention to the mentioned types of competence, and be more aware of them, they can build a more successful relationship with the audience. Besides this competence, speakers should also pay attention to speech acts in an effective conversation. Austin (1975) introduced the speech act theory and believes that the speaker does the actions through uttering sentences. Each sentence consists of the locutionary act (i.e., the literal meaning), the illocutionary act (i.e., the speaker's intention for communication), and the perlocutionary act (i.e., the effect of a sentence on the audience). These acts make people pursue a specific goal through uttering a sentence even though this goal may or may not be achieved.Pishghadam and Ebrahimi (2020) also introduced the concept of "postlocution" and maintained that utterances may have a long-term effect on the audience. At times, utterances can have a long-term effect on people; therefore, individuals should consider the "postlocution" of their words in a successful conversation. This should be noted that in communicative competence, the speaker tends to achieve his own personal goals and intentions through language. Therefore, any use of language is self-oriented. The concept of "postlocution" is, however, other-oriented language wherein the individual pays attention to not only themselves but also others, and in fact, they attempt to make others feel good. Therefore, they are of the view although achieving the goal is important for effective and successful communication, boosting the audience's mood also matters.

In the present study, the concept of language decoration is proposed as an interdisciplinary approach in building effective communications. Language decoration means embellishing lexical items in terms of content and meaning to have a greater impact on the audience during the conversation. As a matter of fact, language decoration manifests the identity and personality of people with a high level of verbal intelligence, and by highlighting the main functions of language, it makes speech more attractive. Given the importance of emotions, feelings, and culture in effective communications and considering the concept of "postlocution", which goes beyond communicative competence, the authors of the present work have proposed literary, psychological, cultural, and sensory decoration strategies. They are of the view that individuals can decorate their talk and speech through such techniques as cogbination (cognition+combination), emobination (emotion+combination), culbination (culture+combination), and sensbination (sense+combination), and consequently, improve the quality of their daily interactions and communications.

Given the fact that the most important part of any communication is how to convey information, learning the main principles and skills of effective communication is of importance in building a strong relationship. Therefore, the art of having effective communication is a key factor in measuring individuals' success. That is why the ability to speak well and decorate the talk play important roles in making conversations more interesting and creating effective relationships. Given that such components as attitudes, cultures, emotions, and senses affect the quality of communication, they can also serve as linguistic ornaments.
Language decoration skills can be learned, and individuals can enhance these skills by learning related techniques. Employing interdisciplinary knowledge and putting together areas of sociology, psychology, linguistics, anthropology, etc., can help individuals communicate effectively through language decoration. In the present study, language decoration included literary, psychological, cultural, and sensory ornaments. It should be noted that for individuals to be successful in language decoration, they should use cogbination (using thoughtful quotes by famous people like Saadi and Descartes), emobination (using stimulating words), culbination (paying attention to traditional and modern cultural expressions), and sensbination (engaging audience visually and auditorily, etc.).
Overall, this can be concluded that for having effective communication, all people, regardless of their profession, need to know the techniques of giving a good speech mastering the art of language decoration. Mastery over language decoration techniques and oratory skills can help people communicate more effectively with their audience and successfully persuade and influence them.In other words, if people harness and use techniques of language decoration, the audience will be more receptive to their talk and will listen with more interest. Therefore, the speaker is successful in any communication, and their message—which is accompanied by attractiveness and proper applications—is easily conveyed to the audience without evoking any negative emotions in them, which is the overall goal of language decoration.

In view of the fact that culture is of importance in teaching Persian, the application of cultulings sounds relevant. Cultuling are words and phrases reflecting the culture of people; notably Shahnameh, appears to be good sources for education. Intending to reflect on a method for teaching culture in light of “cultuling analysis model", that is a comprehensive model for pinpointing cultural models and patterns, this study examined the cultuling of mortal thoughts in the Shahnameh. In doing so, 130 pieces of utterances concerning mortal thoughts were taken from Dehkhodā’s Proverbs and Mottos, which originally belonged to the Shahnameh. They were analyzed from the perspective of the SPEAKING model the type of emotion and frequency of people’s experience with this cultuling was evaluated based on the emotioncy model and the embedded culture in this cultuling was scrutinized. The results show that this cultuling holds a high frequency in the Shahnameh. Together with their auditory, visual and kinesthetic ways of experiencing mortal thoughts, people tended to use this culturing for encouraging charity, dealing with the inevitability of death, acknowledging the fear of death, avoiding worldly desires and acknowledging the universality of death. The cultuling of mortal thoughts mirrors an Iranian culture featuring collectivism, restraint, short term orientations and uncertainty avoidance. To teach these cultural values and patterns, the researchers chose a text, which contained the cultulings in questions and was designed according to the SPEAKING model. The text was then taught in light of emotioncy; a model underlying the of emotions in learning and teaching.

Based on multifarious levels of social status, education, and occupation, people have certain values which construct and reconstruct their identity. In the Iranian culture, “Devaluation” means blemishing these values that make people ignore individuals’ val ues and virtues through certain linguistic expressions. Studying these expressions, one can achieve its dominant culture in Iranian society. Therefore, the current research is an attempt to study Devaluation Cultuling (culture+language) in light of the conceptual model of cultuling analysis. By integrating the components of Hymes’s (1967) SPEAKING model, emotioncy model and cultural models, the conceptual model of cultuling analysis is the most comprehensive model for studying cultulings of the Persian language. Studying 712 linguistic structures and expressions containing devaluation cultuling and interviewing 140 individuals, the authors found that devaluation cultuling is commonly used in Iranian culture with high frequency, and individuals have negative feelings toward this cultuling. Iranians employ devaluation cultuling for various purposes such as destructing and belittling others’ achievements, insulting, questioning the culture of community members, flattering and hiding their weaknesses. Findings demonstrated that this cultuling could represent cultural models of indirectness, high context, low trust, and holistic thinking of Iranians. Informing people about devaluation cultuling enables us to modify and change this defective cultural gene.

Emotioncy, coined from the combination of emotion and frequency, focuses on emotions evoked by the senses from which we receive inputs, hence learning happens. The importance of emotioncy in designing coursebooks cannot be ignored. Drawing on the levels of emotioncy, the present study aims to assess the level of students and teachers’ satisfaction with the content of Persian language history books. In doing so, 150 students majoring in Persian Language and Literature were invited from 14 universities to fill in an emotioncy questionnaire, developed by the authors. The attitudes of eight teachers with regard to their satisfaction with the book content were gathered by semi-structured interviews. The analysis of the questionnaire data indicates that the Visual factor and Inner factor received the highest and lowest levels of students’ satisfaction (i.e. 14.57 & 8.00), respectively. As a result, the students were not generally satisfied with the book content. The teachers mentioned that the books have failed to take into account emotions, despite their importance. It appears that the employment of emotioncy in drafting coursebooks on the history of the Persian language could facilitate learning for students as they become emotionally engaged with the teaching content, hence the learned materials are easily transferred to permanent memory.

Binary oppositions have long been helping humans to label what is going on around, and sometimes put them on the horns of a dilemma. Such a reflection can be traced in people’s cultures, and since language is an indispensable part of a culture, examining cultulings (culture + language) can help us understand the beliefs and values of a given society. The present study, therefore, utilizes Hymes’ (1967) SPEAKING model to qualitatively analyze “the Cultuling of Liminality.” To this end, 712 contexts and 317 utterances, in which binary oppositions had been used were chosen based on purposive sampling and by observing private/public, formal/informal dialogues from 115 female and 97 male speakers (15 to 74 years old), from different academic backgrounds, professions, and social status from Mashhad, Iran. The results indicated that Iranians use this cultuling for different purposes (e.g., showing uncertainty, avoiding direct remarks and misunderstandings, defending, shirking responsibilities, showing mental struggles, avoiding stress, observing formalities, and lack of knowledge) in different contexts. This cultuling can be used as an indicator of high ambiguity intolerance in Iranian culture, meaning that they do not like to be in limbo, and due to their collectivist nature, they use binary oppositions to express their suspense to directly/indirectly ask for help to make decisions and to be out of liminality.

The significance of teaching language has motivated various studies in which many procedures have been suggested like applying literature in language teaching. Most of these studies have focused on cultural issues and the direct use or rewriting of literary texts. Yet, this study aimed to use the language framework applied in these texts to produce educational material. The concern of this study was to observe which literary text could provide a suitable pattern for language teaching and what features they should have to ease the learning process. The authenticity and comprehensibility are the first factors suggested. Accordingly, Ferdowsi’s Shahname was selected for analysis as its authenticity and validity and its effective role in maintaining Farsi. In comparison to other texts, it is much older and its language is still comprehensible. Also, it seems that by investigating lexical combinations in Shahname, the way it preserves the lexis can be shown. This descriptive-analytic investigation of lexical relations in the statistical sample shows about 40% of the lexes have dual combinations, half of which are excluded from the general description of collocations. Therefore, the phrase “binary lexes” was suggested here. Additionally, about 70% of binary combinations are meaningful types, this means that the reader is dealing with a great number of binary lexes in the text and reader has tried to understand the words and content by activating his former knowledge about lexes. This feature can help design educational material for language teaching.New perspectives and attitudes toward teaching language and its skills have led to the proposal of new challenges and approaches. Using literature in language teaching is just one of these approaches and based on this theory, literary language with all its special features attracts learners in addition to providing the cultural background of the language, it helps the learner understand language on multiple semantic levels while it also increases their linguistic awareness, which in turn increases their language proficiency and ability in interpreting sentences (Lazar, 1993).Various studies have been conducted on the use of literature in teaching Farsi, which often focuses on the function of literature in transmitting cultural matters, however, some have also examined the impact of literature on enhancing the learners’ language understanding and proficiency. The aim of this study was to investigate the use of literature as context and framework for teaching educational content, which has been the focus of few studies based on the researchers’ knowledge.For this matter, it was required to refer to authentic and reliable texts whose language was also meaningful for the audience (Mishan, 2005; Tomlinson, 2011). With this hypothesis that Ferdowsi’s Shahnameh has had a unique role in the survival and enhancement of Farsi, and it also holds an active, reliable and authentic language, in this study we tried to investigate one of its linguistic features in language teaching. As learning vocabulary is a significant step in all major approaches (Bottom-up approach, Top-down approach, Interactive approach) in language teaching and various solutions have been suggested to ease the process (like lexical network, collocations), it seems that investigating lexical relations in Shahnameh could also be a good framework and contribute to designing educational material.For this purpose, after reviewing the related studies and background as well as recognizing the theoretical foundations, parts of the Shahnameh (Volume 1 through 5) were selected randomly. In the descriptive-analytical method, the lexical relations of meaning (reckoning, confrontation, contradiction, proportion and association), structural (spatial and syntactic), and phonetic in all terms were extracted and categorized. The reliability of the data was verified by a group of graduates and PhD students in the Persian language and literature.Results showed that lexical relations in Shahnameh show that there is a dual link (beyond the definition of the collocation) in a vast volume of text (nearly half of it), which along with other lexical relations places almost the whole text within a network as there are no words left aside without having any connection with other words. This feature makes the language of the text available and understandable to the reader. The authors proposed the term “lexical binaries” and believe that this feature could be used to develop Persian language teaching resources and to facilitate the learning of learners.

Books written about the history of Persian language appears to focus on transferring knowledge to students only. Despite the significance of students’ needs and their individual differences as well as their personality traits, books have failed to take into account these factors. Of these considerations, mentions could be made of emotions and feelings of students as they largely contribute to positive learning. Emotioncy (emotion + frequency) stresses on emotions evoked by the senses from which we receive inputs, hence learning happens. It stands on a hierarchical matrix of six levels, including Null (0), Auditory (1), Visual (2), Kinesthetic (3), Inner (4), and Arch (5) or more specifically, avolvement (null) and exvolvement (auditory, visual, and kinesthetic) to involvement (inner and arch). Drawing on the concept of emotioncy, the present study aims at analyzing and evaluating the content of books written about the history of Persian language. The corpus of the investigation consists of five academic books, namely, The History of Persian Language (by Natel-Khanlari), The History of Persian language (by Abolghasemi), The Brief History of Persian language (by Bagheri) and the History of Iranian Languages (by Rezaei Bagh Bidi). Different levels of emotioncy were examined in the above-mentioned books and the analysis was guided with Chi-squared tests. The findings suggest that there are significant differences among the books in terms of employing emotioncy; therefore, new or updated content would benefit the books. It appears that the employment of emotioncy in drafting books about the history of Persian language could facilitate learning for students as they become emotionally engaged with the teaching content, hence the learnt materials are easily transferred to permanent memory.