جستجوی مقالات مرتبط با کلیدواژه « هیجان » در نشریات گروه « ادبیات و زبان ها »

Bilingualism affects many cognitive and emotional processes, and studies have shown emotional arousal statements influence language, specifically language selection. The present quasi-experimental research was accomplished with the aim of surveying the language selection of Turkish-Persian bilinguals at the time of processing happiness. For this purpose, using targeted sampling, we selected 20 Turkish-Persian sequential bilinguals (with an average age of 26) among university students of Tehran. Participants were first asked to fill language history, General Health, Handedness, and Positive and Negative Affect Schedule questionnaires; then they responded to a computerized task designed to induce happiness and determined the meaningfulness of Turkish and Persian words and non-words. By examining the performance of the participants in the test through repeated measures analysis of variance, it was revealed that individuals significantly spent more time on determining the meaningfulness of words in happiness inducing condition comparing to the normal one. Also, regarding the comparison of two languages in both conditions separately, paired comparison results demonstrated that participants’ reaction time to Turkish words in happiness inducing condition was significantly longer (Ps<0/05). As a result, it can be proposed that Turkish-Persian bilinguals are more involved with their first language in emotional states, especially happy state, and that Turkish has more and deeper emotional associations for them, and their emotional involvement is stronger for their native language than for their second language.

A dictionary is a repository of various kinds of linguistic information about words. It presents general information about words such as the words’ meaning, pronunciation, etymology, and the syntactic category to which it belongs, collocational or idiomatic structures in which it may be found. Given the significance of linguistic information presented in the dictionaries, Persian dictionaries suffer from lack of psycho-cultural information which reflects and presents the culture of a society and as the result, should necessarily be included in them. Keeping the importance of this kind of information in mind, and considering the significance of psychological factors in speakers’ knowledge of the world as well as considering sensory experience as the cornerstone of emotional and cognitive abilities and believing that reality is relative, drawing upon the newly proposed sensory concept of emotioncy, this study attempts to introduce emotioncy and its components (emotion, sense and frequency) as useful tools in dictionary making. To this end, the present study will shed some light on sensory and emotional experiences of words of the languages so as to ultimately uncover the origins of the gap in the current dictionaries and enrich them by adding some missed but important and useful information about the words of the languages. Finally, although the findings of the present study is suggestive, further research into the this may help develop it in a broader empirical framework.

One of the research topics that influenced by gender differences is the issue of emotion production and perception. Numerous studies have shown that women and men differ in their perception of facial expressions, watching movies, listening to music, and ultimately understanding emotional prosody, or how women and men produce their emotions in contextual situations. The aim of this study was to investigate the effect of emotional prosody as a non-verbal communication tool against emotional lexical content on the elderly over 65 years (as a control group) and Alzheimer's patients in mild to moderate levels separately for men and women. In the group of Alzheimer's patients (n = 12), in the emotion of anger and fear, women were perceived more than men this emotion with emotional prosody, but in the emotions of happiness, sadness and disgust, men used more emotional prosody and women unlike, used more lexical content to understand these emotions. While in the control group (12 people), women used the lexical content to understand all the emotions and emotional prosody had no effect on the comprehension. In the emotion of sadness, both men and women used only lexical content in comprehension, and emotional prosody was ineffective. Men used emotional prosody in disgust more than just other emotions, but the lexical content was more effective in understanding other emotions. Therefore, men and women react differently depending on the type of emotion, and this difference depends on biological factors as well as relationships and social skills of individuals. Because by experiencing and evaluating life events, different emotions are perceived.

This study, Based on the theoretical foundations of the emotion of anger in psychology examines it in the proverbs of Dehkhoda. To achieve this goal, he used the method of "inferential content analysis" and, sample of research is a four-volume book such as Dehkhoda’s Amsalohkam The first, research data are described in the three discussions of manifestation of anger, reasons, and ways to control it in the above work. Then, Examining the content of parables shows the comprehensiveness of the discussion of anger in comparison with its topics in psychology, and the study of literary language shows that language serves the content and at the same time seeks to explain the subject of anger and its management strategies.Keywords: proverbs, Dehkhoda, Psychology, Excitement, Anger.This study, Based on the theoretical foundations of the emotion of anger in psychology examines it in the proverbs of Dehkhoda. To achieve this goal, he used the method of "inferential content analysis" and, sample of research is a four-volume book such as Dehkhoda’s Amsalohkam The first, research data are described in the three discussions of manifestation of anger, reasons, and ways to control it in the above work. Then, Examining the content of parables shows the comprehensiveness of the discussion of anger in comparison with its topics in psychology, and the study of literary language shows that language serves the content and at the same time seeks to explain the subject of anger and its management strategies.

The significance of the five senses and the sense-induced emotions are clear to everyone. Therefore, the newly-developed concept of emotioncy which includes emotion as one of its basic components has been introduced to the field of foreign language learning. The present study attempts to investigate the effects of the emotioncy-based vocabulary instruction on the learners’ success. To this end, nine avolved vocabulary items were selected and instructed to the participants through different emotioncy kinds. Then, the participants performed a sentence comprehension task, and, based on the instruction, decided whether the sentences were correct or not. The analysis of the behavioral data revealed that employing different emotioncy levels to teach the words could lead into a significant difference among them both in terms of the response accuracy and the response time. The findings of this study can emphasize the significance of the sense-induced emotions in, among others, teaching and testing new linguistic items.

Given their diverse cultural backgrounds, language learners should possess an appropriate level of cultural intelligence to learn Persian as a second language. In recent years, various students from different cultural backgrounds have joined the education system of Iran, most of whom are non-native Persian speakers with little previous exposure to the Persian language. In such a situation, owing to the lack of intercultural adaptation, individuals may experience culture shock. Culture shock is the type of experience that second language learners might face while learning a language in a different context. Therefore, learning the target culture in second language learning classes turns into a crucial concern. Cultural intelligence which is nowadays a buzzword refers to individuals' sensitivity and adaptability to cultural issues, contributing to more intercultural understanding. Cultural intelligence, which manifests itself in intercultural communcations, is a form of communicitve competence that highlights effective interpersonal interactions in culture-bound situations. According to Earley and Ang (2003), cultural intelligence corresponds to the individuals’ successful compatibility with the cultural environments which are different from those of their own. Students’ cultural intelligence can help them understand the target language norms and values and have more effective communication with their teachers. Owing to the importance of this new form of intelligence and its potential role in the enrichment of Persian teaching methods, the current study intends to introduce and thereafter implement the emotioncy-based language instruction (EBLI) model, constituting avolvement (null), exvolvement (auditory, visual, and kinesthetic) and involvement (inner and arch). Emotioncy, which is a blend of emotion and frequency of the exposure to different senses, was first introduced by Pishghadam, Tabatabeeyan, and Navari (2013, p. 149). The concept is based on developmental, individual differences, relationship-based (DIR) model that takes emotions as the basis of learning. According to the emotioncy model, the vocabularies of a given language have different emotional levels for different people, and the higher the level of emotioncy for a word is, the easier it is to be learned. Emotioncy consists of different types and kinds including avolvement (null), exvolvement (auditory, visual, and kinesthetic), and involvement (inner and arch). In this categorization, null refers the person with no previous experience of a given item/concept. At the auditory level, the person is supposed to have heard some points about the given word. At the visual level, the person has not only heard about the concept but has seen it as well. The next level is the kinesthetic, at which the person touches the item in addition to involving the senses mentioned above. At the inner level, the person directly experiences the item and at the final level, namely arch, the person reaches the highest level of knowledge about the concept by conducting research on it. It should be also mentioned that emotioncy levels are hierarchical. To evaluate the extent to which this model contributes to the build-up of the Persian language learners’ cultural intelligence, the emotioncy and cultural intelligence scales were used to collect data from 60 non-Persian female students coming from 16 different nationalities. The participants were categorized into four groups and were instructed based on the varieties of the EBLI in a total of 22 sessions during 6 weeks. Four cultural issues addressing different dimensions of the Iranian culture were selected in a way to be unfamiliar to the participants. To check the level of familiarity, the participants were asked to take a scale containing 12 culture-related issues and concepts to guarantee that they had zero knowledge of them. To make the comparisons more logical, the researchers tried to teach all cultural issues and concepts to all groups of participants in a way that everybody could experience all types of emotioncy levels (null, auditory, visual, kinesthetic, inner, and arch). The instructor’s overall evaluation of the learners revealed that the EBLI could significantly boost the non-Persian language learners’ level of cultural intelligence. It was further concluded that those language learners with higher levels of cultural intelligence see classes as a place where they can improve their linguistic competence, have better ideas and stronger relations, and communicate more effectively with their teachers and classmates. They, therefore, can openly express their feelings, easily accept others, and speed up their own language learning process. Consequently, The EBLI is suggested to be applied in Persian language teaching classes. In the end, it is our belief that this new perspective which places more emphasis on the interface of sense and emotion can open up new horizons for second language teachers to do more research into it, contributing to language learning processes.

This study investigates fear in the Dehkhoda’s proverbs from a psychological point of view. To this end, it employs a method of inferential content analysis. The data concern all the Persian proverbs in Dehkhoda's four-volume book on proverbs. The findings show that, as in modern psychology, fear has positive and negative faces; this inconsistent attitude is also evident in Dehkhoda’s proverbs as well. In addition, the proverbs have not only addressed the concept of fear, but also the types of fear and their causes as well as the ways to overcome them in line with modern psychology. Thus, it is suggested to psychologists and counselors to use proverbs as a tool in pursuit of their goals, particularly so far as the behavioral changes are concerned.

  "Capital" is an important sociological concept, which shows how the objective structures of any given society (social rules, norms, roles, institutions, and cultural instruments) can influence the mental structures of individuals and their social behaviors. The most important capitals are economic, cultural, social, and natural capitals that can influence the learners’ motivation, attention, behavior, attitudes, and beliefs. Since the senses can be considered as a gateway to understanding the linguistic community and due to a close connection between them and the level of learner's emotions, the present study aimed to introduce emo-sensory capital and investigate its relationship with other forms of capitals in successful language learning. The results showed that using social, cultural, and natural capitals will increase the emo-sensory-capital in learners, which consequently leads to inter-subjectivity and facilitates learning. Therefore, instructors can use such capitals to engage the learners’ senses more deeply and increase their positive emotions, attention, and motivation. It is assumed that in this way, the content will be internalized and the learner will be more inclined to be more engaged in an active communication.

Granted that senses and emotions are key components in facilitating the process of language learning and teaching, it is essential for different models of instruction to take language learners’ emotions into account. It is in fact believed that emotions could be generated from the involvement of senses. A pertinent concept which juxtaposes senses and their resultant emotions is emotioncy. The concept of emotioncy (emotion), pioneered by Pishghadam, Tabatabaeyan, and Navari (2013), is based on the psychological findings of the Developmental Individual-Differences Relationship-based (DIR) model, suggesting that sensory emotions are the cornerstones of evolution and learning. Following the assumptions of this model, when a language learner has never heard of a concept/item, s/he has no emotions for it (Null emotioncy). When s/he hears about the concept/item, the degree of emotioncy for that word increases to the auditory level, and if s/he sees or touches that item, the emotioncy may surpasses the auditory level to the Visual and Kinesthetic levels, respectively. Direct involvement with the concept/item engenders Inner emotioncy which can be maximized by doing research (Arch emotioncy). At this stage, an accurate understanding of the subject will be formed which may lead to profound learning. Drawing upon the emotioncy model, in this study, the researchers made an attempt to teach a number of Persian language issues and, thereafter investigate the effect of this model on the emotions of the Persian language learners and their learning outcomes. To do so, 60 non-Iranian female students with the same Persian level (7th grade) from 16 different countries (including India, Pakistan, Malaysia, Turkey, Egypt, Madagascar, Burundi, Afghanistan, Azerbaijan, Libya, Tajikistan, Lebanon, Iraq, Guinea-Bissau, Syria, and Indonesia) who were studying at Al-Mostafa International University were categorized into 4 groups of 15 and participated in classes for a period of 6 weeks. Different concepts were taught during each session according to each level of emotioncy. At the end of each session, the learners’ emotions were evaluated via the academic emotions questionnaire Pekrun, 2002) and emotioncy scale (Pishghadam, 2015). The results related to the auditory session revealed that the learners did not show very positive emotions for the relevant subject. Yet, their emotions improved in the Visual session. The change in the emotions of the learners from negative to positive was also evident in the kinesthetic session. At this stage, learners were more actively involved with the subject and gave convincing reasons for their emotional experiences. In the fifth session (Inner), having brought the necessary and relevant instruments to the class, the instructor asked the learners to simulate the instructed subject. In the final session (Arch), the learners were asked to explore the resources available (cyberspace, library, etc.) about the topics taught during the fifth session. Overall, the results indicated significant differences in the emotions of non-Iranian female students, concluding that by involving senses in the process of teaching, the learners’ emotioncy level increases and positive emotions are thus produced. As a result, there was a positive correlation between emotioncy-based instruction and the amount of positive emotions on the part of non-Iranian Persian language learners. Taken together, the emotioncy model seems to help enhance the positive emotions of Persian language learners, providing a more successful learning environment for them.

1. Introduction Teaching Persian language to non-Persian speakers has various purposes such as making them familiar with the Iranian culture and customs, establishing more interpersonal interactions, enhancing business and professional communication, and finally increasing mutual understanding between two cultures. Persian language classes and instructors play a fundamental role in satisfying the mentioned goals through modifying the learners’ attitudes. Attitude, as a set of beliefs, emotions, and behavioral intentions toward an object, a person, or an event, significantly influences the language learners’ overall success or failure. One of the factors influencing students’ attitudes is involving their senses and emotions. A pertinent concept which juxtaposes senses and their resultant emotions is emotioncy. Drawing upon the emotioncy model, in this study, the researchers made an attempt to teach Persian language cultural issues and, thereafter investigate the effect of this model on the attitudes of the Persian learners and their learning outcome.
The concept of emotioncy was first introduced by Pishghadam, Tabatabaeyan, and Navari (2013). This model is based on the psychological findings of the developmental individual- differences relationship-based (DIR) model, and it assumes that emotions are the foundation of evolution and learning (Greenspan & Weider, 1997). According to the emotioncy model of Pishghadam (2015), when a language learner has never heard of a subject, s/he has no emotion for it (null emotioncy). When s/he hears about the subject, the degree of emotioncy of that word moves from the null to the auditory level, and if he sees or even touches that item, then the emotioncy can be raised from the auditory level to the visual and kinesthetic levels, respectively. If his experiences of this subject increase, in the next steps, the inner emotioncy of the word is created, and the learner can achieve an arch emotioncy by doing research. At this stage, an accurate understanding of the subject will be formed which will lead to profound learning.
2. Methodology In the present study, the results of interviews with 60 non-Persian language learners from 16 countries (including India, Pakistan, Malaysia, Turkey, Egypt, Madagascar, Burundi, Afghanistan, Azerbaijan, Libya, Tajikistan, Lebanon, Iraq, Guinea-Bissau, Syria, and Indonesia) who were studying at Al-Mostafa International University were analyzed. To get the most information and a deep understanding of the participant's attitude, the learners were not selected randomly, but they were all purposefully selected from a group with similar relative knowledge of Persian. All participants in the study were non-Persian and female. They were between 17 and 30 years old (M= 23.5). The level of fluency in the Persian language was the same for all of them (Book Seven). All were studying at Al-Mostafa International University, and on average, one year had passed from their presence in Iran. Semi-structured interviews were used as for the qualitative phase. Based on the cultural topic taught in each class, with "Why" and "How" questions (Dornyei, 2007) students were asked to express their feelings about the topic and then to provide more explanations about their answers in two minutes. Therefore, according to the purpose of the study, their positive or negative attitudes toward the subject taught in the class were determined, and the change in their attitudes toward learning was evaluated. Four different cultural issues which were selected are as follows: "Yazd badgir" (Yazd windproof), "Ajil-e-moshgelgosha" (problem-solving nuts), "Mirzaqasemi" (a kind of Iranian food), "Zal and Simorgh's Story". Learners did not have any information about these subjects being completely related to the Iranian's culture and customs. The subjects were taught in four classes (each class included 15 learners), by the same lecturer according to the different levels of the emotioncy model (Pishghadam, 2015) and in 6 sessions (each session lasted 50 minutes including 20 minutes of teaching and 30 minutes of interviewing ( two minutes per participant)). Subsequent to teaching each subject, an interview was conducted to determine the participant's attitudes and emotions towards learning based on the emotioncy model.
3. Discussion The results of the answers related to the auditory session showed that the learners did not have an effective relationship with the subject during this session and did not have a very positive attitude toward the subjects taught. According to the received responses, the observed results at the visual stage improved. The change in the attitude of the learners from negative to positive was also evident in the kinesthetic sessions. At this stage, since there was a more active engagement of the language learner with the subject, we also monitored a deeper attitude toward the subject, and the language learners gave convincing reasons for their responses and emotional experiences. In the fifth session (inner), having brought the necessary and relevant subjects into the class, the instructor asked the learners to simulate the subject taught. In the final session (Arch), the learners were asked to explore the resources available (cyberspace, library, etc.) about the topics taught during the fifth session (inner session).
4. Conclusion In the emotioncy model proposed by Pishghadam (2015), levels of avolvement, exvolvement (auditory, visual, and kinesthetic), and involvement (inner and arch) are considered separately based on the subjects’ emotional experiences. That is, to teach a subject and gradually increase the level of emotion of an individual, six sessions are required to allow the learner to reach the desired level. However, according to the model proposed in this study, due to the time constraints, the small number of teaching sessions for each book, and the skills mentioned therein, it was not necessary to hold separate sessions at the exvolvement stage in teaching Persian to non-Persian speakers. Because the results of the study showed that learners can reach the desired level leading to positive attitudes by participating in involvement (inner and arch) sessions. Therefore, auditory, visual, and kinesthetic sessions could be integrated into the inner session simultaneously, and during the inner session, the tools used for all auditory, visual, and kinesthetic sessions were also used. According to the mentioned model, a teacher can engage student's emotions when teaching different subjects of the Persian language, especially cultural subjects. The teacher can integrate all aforementioned sessions while stimulating visual, auditory, olfactory, tactile, etc. senses. so that learners learn more effectively. In addition, recommended strategies can be useful for Persian language instructors, textbook authors, and holders of Persian language workshops to provide them with appropriate materials for teaching.