جستجوی مقالات مرتبط با کلیدواژه "monologic positionings" در نشریات گروه "ادبیات و زبان ها"

Though creativity in teaching has always constituted a seminal issue in discussions of successful pedagogical endeavours, renewed interest in how creativity can be integrated into teaching practices seems to be a fairly recent phenomenon which has gained increased momentum in the current decade. In an attempt to pinpoint the factors underpinning teacher creativity, the researchers in this study embarked on probing the potential relationship between Iranian high school teachers' creativity, on the one hand, and their autonomy and emotional intelligence, on the other. In so doing, 100 high school teachers were selected as participants based on availability and convenience. To conduct the study, Torrance's (2008) test of creativity, Shutte et al.'s (1998) Emotional Intelligence Questionnaire, and Breaugh's (1985) Work Autonomy Scale (BWA) were utilized. Running Spearman rho correlation and Structural Equation Modelling, the researchers came up with a positive relationship between creativity and emotional intelligence, as well as creativity and autonomy. However, teachers' gender was not found to be a significant determiner of their creativity. Furthermore, as the results revealed, teachers' emotional intelligence had a greater predictive power than autonomy for their creativity. The implications of the study are discussed throughout the paper.

This study explored the patterns of evaluative language in applied linguistics blurbs to see how attitude is reflected in these advertising texts. Following a qualitative approach, the study was informed by pragmatic and discourse-semantic perspectives in exploring the overall structuring of blurbs. Findings indicated that blurbs are frequently charged with appreciation as a category of attitude in the appraisal framework. Graduation as another element in the appraisal framework was also found to be employed both as intensification and quantification. With respect to the communicative settings of blurbs, it was found that blurbs are mainly constructed monologically. Meanwhile, results also showed that blurbs are logogenetically constructed due to the interpersonally prosodic flow of attitudinal resources across the whole components of blurbs. The study concluded that blurbs are logogenetically constructed by means of the monologic pressure of attitudinal resources for increasing the impact of persuasion as the primary tool of advertising discourse in blurbs.