جستجوی مقالات مرتبط با کلیدواژه "کمال گرایی" در نشریات گروه "ادبیات و زبان ها"

The Parvin Etisami's Divan is one of the most unique divans of traditional poetry in the post-constitutional era, in terms of the content of various themes and topics, which has been analyzed from various dimensions in terms of the mentioned characteristics. Moreover, they have considered his social dimension and debates, which has introduced Parvin's poetry as a critical-debating poem. One of the most important themes of his poetry, which has been neglected to some extent, is the ascetic and mundane themes. Although Parveen is not a mystic poet by profession and an ascetic, but due to his introspective personality, he has not neglected to address issues such as inner cultivation and strengthening of spiritual perfections. Struggle with carnal moods, withdrawing from the world, snares and tricks of the times, captivity of the body, ambition, unstable life, etc.; One of the main manifestations of this section are Parvin's thoughts and instructions. In this research, an attempt has been made to analyze various aspects of Parvin's thoughts and beliefs in a descriptive-analytical way, and to compare and align his ascetic thoughts with the behavior of people in the society. to become clear. The findings of the research show that in Parvin's poems, the world and its deceptive manifestations in the form of warnings and warnings such as: the trap of the world, the deception of the world, the instability of the world and the unkindness of the world; They have the highest applied frequency.

The story of Bilawhar and Yudasaf contains the history of Buddhism and after centuries it has been mixed with anecdotes and philosophical words and narrated in the form of parables and instructive stories. These parables are narrated by a pious sage named Bilawhar to guide Yudasaf and encourage him to leave the world and find the truth. In this story, the concept of transcendence is emphasized. It means going higher, rising, reaching the peak, tending to grow and progress, excelling and perfection, and self-knowledge is the only sign of a mature and cultured person, which is emphasized in educational literature. This model has been proposed among all nations, religions and schools with different titles. In Islam, it can be reached nirvana or freedom from illusions and sufferings and attachments of the mortal world through spiritual focus or meditation in the teachings of Buddha. In this way, man always finds a passage through rebirths and reaches perfection. This research investigates the symbolic steps of transcendence in the dialectic story of Bilawhar and Yudasaf with a descriptive-analytical method and based on the library method and it indicates the main principles and conceptual structure of this dialectic book.

Human beings, regardless of their epistemic perspectives, consider themselves distinct from other elements of existence while having mutual interactions with different biological and sociological phenomena. Two of the most important topics in sociological sciences is the study of the existential capacity of humans and the study of their social interactions with the family, the homeland, and the world. These two subjects are often referred to as, respectively, individual self and social self. The study of Forough Farrokhzad's poetry can reveal various personal and social manifestations of her as an Iranian woman. This is because her poetry is mainly arisen from the subconscious and is associated with social realism and symbolism. The present study shows that an individual self has always been present—albeit with a declining course—in all periods of Forough's life and poetry. Moreover, the study clarifies how individual self and social self confront with each other and how a perfectionist and reformist social self eventually dominates. In connection to this issue, it will be shown that the expression of dissatisfaction with what is happening in human society is one of the prominent features of Forough's poetry.

Individual differences are known to play a crucial role in the acquisition of a second language (L2). An especially important variable of this type is perfectionism. Recent studies (e.g., Erozkan, 2016; Flett, Hewitt., Su., &n Flett., 2016) have sought to explain the relationship between this variable and anxiety. However, this task is complicated by the fact that the mechanism or process which underlies this relationship is believed to implicate various mediator variables. Among these are the roles of the self (Mercer & Williams, 2014). In recent years, the key role of the self in second language acquisition (SLA) has also increasingly been gaining recognition from SLA scholars and practitioners (Mercer & Williams, 2014), since being human implies the reflective consciousness of having a selfand the nature of the self is the very essence of being human (Lewis, 1990). It is worth noting that previous studies have investigated only some, but not all, of the variables under scrutiny in the present study. Accordingly, the overriding goal of the current project was to investigate the relationships among perfectionism, anxiety, and language achievement in the L2 context, considering the mediating roles of self. Another key feature of this investigation was that Iranian learners of English (ILEs) will be the L2 group of interest. To date, relatively little work has been done on this group, regardless of the specific topic. In addition to fulfilling the research goal stated above, this study achieves several significant advances in the field of SLA; for example, it will increase the meagre amount of research that has been done on ILEs to date. By extension, it willalso help L2 learners in general to be more aware of the factors that affect learning. In addition, it will provide teachers, teacher educators, curriculum designers and researchers with a better understanding of the above factors. The target population in this study were 400 EFL learners within the age range of 15-30 who enrolled in private language learning institutes in Iran. The participants’ proficiency levels fell within the range of upper-intermediate to advanced sub-levels of ACTFL Proficiency Guidelines as determined by a placement test already administered by the institutes. To estimate perfectionism, Multi-dimensional Perfectionism Scale MPS was used (Hewitt & Flett, 1991). For anxiety factor, Foreign Language Classroom Anxiety Scale (FLCAS) was utilized (Horwitz et al., 1986). Learners’ L2 Self was measured by application of Taylor’s Quadripolar Identity Questionnaire (2010) structured into 4 primary scales representing the four self-categories (private self, ideal self, public selves, imposed selves). Learners’ language achievement was obtained from their final exam scores. The participants were asked to fill out the related questionnaires. To draw the sample, probability sampling was used. The sampling method in the present study was stratified sampling: five institutes were selected randomly as the accessible population. All the instruments were administered by regular EFL teachers, with the support of bilingual aides when needed. All study measures were administered to the participants in the form of a take-home survey to be returned in the next session of the class. Using a descriptive correlational design, the predictive independent variables in this study are types of perfectionism, FLA and L2 achievement are the dependent variables, and L2 selves is mediating variable. The participants’ scores on the final exam were collected. Initially, Cronbach’s alpha coefficient was computed to estimate the internal consistency estimate of the reliability of the four questionnaires. Then the data collected by means of questionnaires was explored using correlation analysis and structural equation modeling (SEM). The software package SPSS 24.0 and Amos 8. were used for the descriptive statistics and the correlation analyses, respectively. Reflecting on the research findings, it is assumed that there exists a structural relationship from perfectionism to FLCA and English language achievement via the mediating role of L2 Selves. Two models were considered to test the hypothesis. The first model evaluated the effect of perfectionism on achieved score through selves and anxiety constructs. The second model assessed the effect of perfectionism on achieved score through selves’ sub-factors and anxiety constructs. In the light of the results, values of fit indices show that all the models have a good fit and for the each of two models it is in good and the least acceptable level considering the value of goodness of fit indices, proportation of chi-square to degree of freedom, RMSEA, CFI, NNFI, GFI, and AGFI. In other words, they are in the least acceptable limit for accepting the model. Overall, the findings of this study are important for researchers, university teaching staff, and the students themselves. It is hoped that increasing and detailed knowledge about the dynamics of foreign language perfectionism, anxiety, and self-will enlighten foreign language educators and researchers. Thus, these people can be in a better position to help to reduce the perfectionistic tendencies and as a result anxiety in the English classroom that will better help the students to benefit from English language learning

This study investigates the link among the personality trait of perfectionism, reading anxiety and reading achievement. To this end, the participants filled the perfectionism and reading anxiety questionnaires. With respect to the measurement of reading achievement, student's final scores on the end of the semester test were used. The results showed that socially prescribed perfectionism is a significant predictor of both reading anxiety and reading achievement. Also, negative correlation was observed between reading anxiety and reading achievement. The results of the study led the researchers to hypothesize a mediating role for anxiety in the relationship between perfectionism and reading achievement. A hypothetic model regarding the relationship of these three variables was put forth which can act as a source of inspiration for future research.

Between the contemporary linguists and thinkers there are so many who do not account pragmatics as a component of linguistic science and theory. It is because pragmatics is mainly concerned with context (context – based) and we know that the study of the context seems sometimes impossible – because of its being infinite. But even the contemporary generative school of linguistics which pursuits a theory of competence considers such a theory as a sub-branch of performance theory. This paper has been written with this presupposition that pragmatics if considered as a part of lingistics provides a new way of meaning analysis. This paper will express the origin of such a need in philosophy of language. Wittgenstein provided the prerequisites of such a knowledge by his new approaches to language. Pragmatics as it is today has its roots in wittgenstein’s ideas and it was developed by functionalists. In the present paper it will be tried to show how the philosophical approaches to the world affairs and mental entities determines one’s approach to language. Pragmatics could never be emerged from the idealism and nominclaturism because the idealist believed that words – and language ingeneral – can cause the thought to be misled. Pragmaticism can be just the descent of empiricism and pragmatism.