جستجوی مقالات مرتبط با کلیدواژه « زبان » در نشریات گروه « علوم تربیتی »

This research has been done with the aim of explaining the conceptual model of the relationship between language and thinking based on the Qur'an and extracting its educational implications for children's intellectual development. Therefore, using the descriptive-analytical-inferential method; First, the frequently used keywords referring to language and thinking in the Quran were equated, which include Notgh, Ghol and Kalam.Then the characteristics of each one are based on the verses related to the key words of the analysis, then the relationship between language and thinking is explained philosophically and it was concluded that the steps taken in thinking correspond to the linguistic phenomena of Notgh, Kalam and Ghol. From another point of view, each of the linguistic phenomena of Notgh, Kalam and Ghol can be adapted to the process of thinking. In the following, the conceptual model of this relationship was drawn based on the Qur'an, and finally, the educational implications of the relationship between language and thinking for children's intellectual development were extracted. Considering that the best educational approach in relation to a child can be an aesthetic approach; By means of favorable verbal stimuli, the child should be directed towards real values and needs. In order to activate the correct thinking in the child, he should be exposed to the word of truth, and by using the power of the divine word in its artistic and aesthetic forms, it is possible to teach children the ways of learning the word.

Humans display different behaviors and beliefs because of what they learn and follow the patterned ways of those they encounter in their daily lives. Many philosophers and social scientists believe that the fundamental difference between man and animal is culture, which is realized in manifestations such as religion, science, mysticism, art, etiquette, ethics and philosophy, in various individual and social fields. Multiculturalism is a concept that has been emphasized in recent years in education, especially the sociology of education and it means that despite the expansion of relations between countries and their movement towards a global and regional military, the issue of ethnicities and nationalities and cultural differences between them is of particular importance. The diversity of cultures is not limited to continents and countries, and in each country you can see different ethnicities and nationalities that, despite cultural differences, continue to live within the national culture. On the other hand, one of the most characteristic cultural features of human beings is language. The ability to communicate through language has affected all aspects of culture, from kinship, politics, religion and life to science and technology; Language also plays a crucial role in our ability to adapt quickly and effectively to new requirements, enabling us to codify and systematize our knowledge. Iran is a multicultural society. Archaeological and historical findings show that different ethnic groups and cultures have always lived in it for thousands of years. With the changes that have taken place in the geographical conditions and boundaries of this land, of course, its cultural and ethnic composition has also changed over time. But the facts still show that there is cultural and ethnic diversity in this land. Presence and life of different ethnicities such as Persians, Turks, Kurds, Baluchis, Turkmens, Arabs and Lors together as well as speaking Persian, Turkish, Kurdish, Lori, Turkmen, Arabic, Baluchi, Taleshi, Tati, Laki, Armenian and the existence of different dialects in some languages is another manifestation of the diversity of ethnicities and cultures in present-day Iran. The policy makers of each society take different approaches to the issue of cultural diversity, depending on the circumstances, which sometimes leads to challenges in different areas. One of the most challenging areas of cultural diversity is the field of education, which becomes more important in Iranian society due to high cultural diversity and on the other hand, the centralized educational system of planning. In our country, every year, a large number of students enter primary school with fluency in their ethnic and mother tongue and with little knowledge of Persian. This means that not all children at the age of six or seven have the same language status and their mastery of Persian is not the same, but from the past until now, our educational system has treated all these children in the same language and considers them all Persian. Teaching and learning takes place through language and all the sciences that the human child wants to learn through language. After entering school, the child begins to learn to read and write in various sciences with language, which is true for Persian-speaking children in our country, but this does not happen for children whose first language and mother tongue is not Persian. Issues related to cultural and linguistic minorities have been the subject of numerous works in recent years. But the question is, to what extent have these researches been able to provide a deep and reliable framework for scientific and macro policies? What have these studies achieved so far? What has been the overall outcome of this research? What has been their theoretical and methodological direction and approach? The present study aimed to provide a clear answer to these questions. Research The purpose of this study was to outline the research of multilingual education in Iranian schools. In order to achieve this goal, the qualitative meta-analysis method was used. The statistical population of the present study includes all researches carried out by executive bodies, dissertations and researches published in scientific and research journals and scientific conferences in Iran from 1390 to 1398. The following sources have been used to find related researches: 1- Iran Scientific Documentation Center 2- University Jihad Scientific Database 3- National Library of Iran 4- Noor Journals Database 5- Universities affiliated to the Ministry of Science, Research and Technology. At the beginning of the sampling method, snowball sampling was considered; Thus, the sources, information, articles and researches were tracked and out of 44 researches, 35 researches were selected as the research sample. In order to obtain the data required for the research, a checklist with 10 questions was designed and compiled, the completion of which required a careful study of each work and the discovery of the underlying views; Therefore, after careful study of each research and based on the coding and annotations, the components of the checklist in relation to each work were completed. The information obtained from the research was analyzed at both structural and content levels. In order to obtain the data required for the research, a checklist with 10 questions was designed and compiled, the completion of which required a careful study of each work and the discovery of the underlying views; Therefore, after careful study of each research, checklist components were completed in relation to each effect. The information obtained from the research was analyzed at both structural and content levels. In the field of structure, from 1390 to 1398, only 35 researches in the form of dissertations, scientific and research articles and conferences have been conducted in Iranian schools, and it is interesting that in the specialized doctoral program, no dissertation on the subject of multilingualism has been found during these years. The time period of the research represents a bell diagram that indicates a slow-fast-slow process. Most multilingual researchers are university professors and faculty members. The field of study is most linguistic researchers. Research Method Most researches are quantitative and rarely qualitative method has been used.In terms of content, there are many shortcomings in research related to multilingual education. Most research focuses on examining and comparing the cognitive effects and intelligence of multilingual students and has not attempted to design curricula for multilingual children. The theoretical foundations of research are based on conservative theory. The results of most studies indicate the difference between monolingual and multilingual children. But no instructions have been provided to take advantage of these differences, and only the differences are enough.

The purpose of extant research was to identify cultural identity relationship with the quality of teaching of Isfahan Islamic university's professors (Khorsgan). The method of research is correlation. Statistical society of all universities' professors were 1070 in 2015-2016. The volume sample with Cocoran method and stratified random sampling evaluated 283. The tool of collecting information was researcher-made cultural identity questionnaire with 30 questions that included components (belonging to the land, language, traditions and customs) and quality teaching questionnaire of Mrs. Akbari Monjez Moei with 40 questions. The validity of cultural identity questionnaire based on Cronbakh's Alpha Coefficient evaluated 92% and the validity of quality teaching questionnaire was 87%. Apparent and content validity of cultural identity questionnaire was also investigated. The analysis of two researches performed in two descriptive statistic and referential statistic levels. The results of research indicated that there is statistical significant relationship between average cultural score and professors' quality teaching. Also, the average scores of professors in cultural identity components and quality teaching components don't have statistical significant difference categorized by group, gender and teaching background. Also, there is statistical relationship between belonging to the land components with quality teaching and quality teaching components (personal features, managing classroom lesson, teaching and occupational development process). There is significant relationship between language with quality teaching and as well as, between tradition (customs) components and quality teaching and quality teaching components.

Due to the IT of today's world, the unrestricted access of foreign language users to the various contents of language, and that language and culture are two integral components of the process of foreign language learning, this research seeks to assess the cultural resistance of the students majoring in English language teaching and literature toward the incompatible aspects of Western culture included in online and offline resources from the first year to the last year of their B.A. To this end, 31 students majoring in English literature and 25 students majoring in English language teaching took a thirteen-item cultural resistance questionnaire in which each item contained five options ranging from the highest level of cultural resistance to the lowest level of cultural resistance toward the incompatible aspects of Western culture. After analyzing the data by Paired-Samples T-Test, Wilcoxon Signed-Rank Test, and ANCOVA, this study showed that there was no significant difference in terms of the level of cultural resistance toward educational resources among English language teaching and English literature students from the first year to the third/fourth year of their learning. The findings of this study provide material developers, professors and teachers, and foreign language learners with a better understanding of the potential impacts of Western culture on the foreign language learning process.

The purpose of this study was to investigate the qualitative study of the role of language in satisfying couples relationships. This study is a type of qualitative research that was conducted using the Foundation Data Theory Methodology. To this end, the data were collected through purposeful sampling and semi-structured interviewing method. To reach the theoretical saturation, 6 couples from the qualifying conditions were studied. To achieve the factors, data analysis was done using Strauss and Carbon techniques, which included identifying concepts and shaping the theory. The analysis of data in open identification has led to the identification of the main factors, components and sub-components. After analyzing the information obtained from the interviews, the linguistic coordination of the couples as the core category, the linguistic factors of marital satisfaction and the language factors of the continuation of marital satisfaction of the major categories and the four categories of the second level obtained from the first level categories were: linguistic factors Marital relationship enhancement, marital relationship renewal language factors, marital relationship consolidating language factors and linguistic factors that strengthen marital relationship were identified. The results showed that language plays an important role in increasing marital satisfaction, so that its guidance for peaceful conversation predicts the conditions for the continuation of marital relationship.

This study was conducted to qualitatively study the role of language in the relations between conflicting couples using grounded theory. To this end, the sample was selected using the purposive sampling method, and the data were collected through a semi-structured interview. To achieve theoretical saturation, seven couples from among the qualifying ones were studied. To obtain the factors, the data were analyzed using Strauss and Corbin techniques, which included coding concepts and shaping the theory. The analysis of data in open coding led to coding the main factors, components, and sub-components. After analyzing the interview data, the following items were identified: the linguistic conflicts of couples as the nuclear category, the linguistic factors paving the way for marital conflicts and the linguistic consequences of marital conflicts as main categories, and the four concepts of second level coding derived from the first level concepts, i.e. the linguistic factors weakening marital relationship, the linguistic factors aggravating marital conflicts, the linguistic factors destroying marital relationship, and the linguistic factors threatening marital relationship. The results revealed that language plays an important role in reducing or increasing marital conflicts, and failure to control it causes a lot of conflicts and verbal violence among couples, and, consequently, it paves the way for emotional separation and eventually divorce.

The most common and significant learning disabilities include reading disorders. Reading is the foundation for all other learning, and children with weak reading skills are more vulnerable learners through their education and future, thereby failed to show significant progress in academic learning outcomes. Reading covers a language learning system and it is a subset of lingual skills. Linguistic difficulties constitute the main core of reading disorders; hence, practitioners in this discipline are required to take the initiative in effective interventional programs, not only as to provide opportunities to practice and develop active learning, but also as to stimulate and strengthen linguistic components of reading.

To identify the challenges facing elementary school teachers in teaching bilingual students in Farsi, a group of 31 such teachers (14 of them men) ages 28-43 and 5-29 years of teaching experience, were interviewed on their experiences related to the said challenge. The so collected narratives were coded and analyzed. Findings are indicative of teachers having many difficulties while teaching in Farsi as the textbooks have a fundamental problem and that is being written in standard Farsi with no attention given to the local languages which are quite diverse across the country. This has led to the confusion of students matching their language to one that they have not used before. Students do not comprehend the texts that well and as a result cannot use them correctly. The respondents are of the opinion that combining local languages with the standard Farsi not only does not decrease the value of the official language, but improves its learning too. The use of these findings in writing textbooks and in teacher training programs would be advantageous.

The general purpose of this research is to identify the features of language and affection in elementary Persian books. Therefore, the current research seeks to provide a clear explanation through conducting a content analysis on the amount of attention paid to the components of language and affection in written content of the Persian textbooks of the elementary period. In addition, this study tries to differentiate among these measures of attention in different foundations with the purpose of offering relevant educational implications. The research method is descriptive using content analysis. The corpus of the study includes Persian textbooks from first to the sixth grades and statistical samples include the lessons of elementary Persian textbooks which involved poetries. The obtained data was then analyzed by SPSS software and descriptive statistics. Findings of the research indicate that the highest abundance of linguistic features is attributed to the components of simple words and short sentences, which was mainly observed in the textbooks of third and fourth grades. Also, the highest abundance of affection features has been focused on the components of consciousness and hope, which was mainly observed in the textbooks of first and third grades.

Teaching children with autism is a challenging task for educators and parents, as the children display marked deficits in language and social behaviors. One of the major goals of an intervention program for children with autism is to provide them a method of functional communication and ample opportunities to practice these skills. For some children with autism, a communication system that uses alternative and augmentative forms of expression may be necessary. Children with autism (N = 8) between the ages of 9 and 12 years were selected from special schools in Mumbai for this experimental research. The study aimed to determine the effectiveness of Makaton Vocabulary Language Program, a system of alternative and augmentative communication (AAC), on development of language and social behavior of children with autism. The subjects received 12 sessions of language intervention using AAC. Language assessment tool for autistic children (LATCA) and social behavior rating scale (SBRS) were used as instruments for measurement. While the researcher administered LATCA, the classroom teachers used the SBRS as a checklist for social behavior. The comparison of their pre and post test mean scores showed a significant change in language and social behavior. Use of AAC had a positive effect on development of receptive and expressive language. AAC usage was also found effective in enhancing social behavior of children with autism.

Phenylketonuria is a kind of disorder in phenylalanine metabolism which is caused by hepatic enzyme deficiency that transmitted in autosomal recessive mode. The prevalence is 1 in every 12000 birth and mental retardation is its prevalent phenomenon. Delay in language and cognition development is significant among the effects of mental retardation that will lead to communication disorder. Since the most important means of communication is language, it is likely that language impairment in patients with Phenylketonuria is caused communication disorder.
Two children with Phenylketonuria were studied, a girl (7.3 ys) and a boy (8.11 ys). The standard score in three areas of picture vocabulary, oral vocabulary and conjunction vocabulary was used to determine the semantic use. Finally, standard scores and the semantic use of cases compared with age-matched healthy children.
The first case averagely in 3.1 ys shows semantic delay with the decrease in semantic point from 106 to 81.The second cases averagely in 5.5 ys shows semantic delay with the decrease in semantic point from 107 to 71.
Observations demonstrate noticeable semantic delay among both cases.

If tongue like anyother organs of human body infracts God’s law and commandments, it will be a tool for doing sin and can be the origin of countless sins, and if it obeys religious orders, it will be counted as one of God’s obedience tools. What is expressed by tongue can have good reflections on Personal and social life ,thereinafter it brings purification of society ; otherwise , bad words bring destruction for human being , cause human’s character to be destroyed , and also they have negative effects on the society. Religiouse strategies in managing and controlling toungue are useful. Furthermore,in this article with regard to quran, tradition, Islamic and religious teachings , prophets’ lives and expressing speech atiquetts and as a result of them , have expressed the development of the human personality and also by introducing proper examples have saved us from being caught in the destruction, strategies of controlling tongue are extracted and analyzed.

Writing graffiti on the walls and furniture as a means of expressing disappointments, wishes, and ideals is an old habit. From a sociopathological perspective it may be considered a delinquent act, it is a way of communication between the writer and the readers of the graffiti. To analyze the content of the graffiti written on the school desks, a sample of 10 schools from five different districts of Karaj city was selected, and the graffiti therein photographed. The contents of the graffiti was then categorized along the lines of boy-girl relationship, love, cheating, perspective on life, etc. It was found that girls write more graffiti than boys, but boys do more scratching and vandalizing than girls. Girls’ graffiti mostly deals with the topic of love and related concepts. Cussing and being disrespectful of others was seen in all schools and mostly in English.

Human growth is dependent upon social interactions، notably essential during the middle childhood years (ages 5-10). Although some children develop differently than others، all experience the same types of mental processes through which، due to a variety of factors، they may become typically achieving، or stunted in their development. Language is a key component of being human. Communication occurs through verbal and nonverbal behavior. People are able to understand what others are trying to encode through multiple processes of interpretation. Humans learn to use language through interaction with others، but are born with the ability to acquire language. Children with Autism spectrum disorders (ASD) acquire language the same way as typically developing children; however، they use a different system of communication. This paper will describe the difficulties in language usage in social situations faced by children with Autism، and will discuss how cognitive development and language acquisition shape the ways in which social interaction differs in typically developing children as compared to children with Autism in middle childhood. It will also illustrate multiple factors that may contribute to the deficiencies noted in ASD and what is being done to address those issues.

Theory of Mind is a comprehensive and general term about the state of intention that determines the quality of a person's social interaction and without it; we would not be able to interpret the actions of others. While researchers express the causative role of language in Theory of Mind’s development as a social and fundamental capacity, recent studies have suggested a close link between the executive functions and Theory of Mind. On the one hand, despite the devastating and degrading effects of hearing loss on the development of language and communication in children with impaired hearing, and on the other hand the relationship between components of language with the development of Theory of Mind and executive functions, the study of Theory of Mind’s developmental trend in these children becomes necessary. Thus, the purpose of this study is to review the role of language and its main components (Syntax, Semantics and Pragmatics) in the development of children’s Theory of Mind and examine how is the development of theory of mind among deaf children according to their language problems. Finally, we have tried to explain the relationship between language, executive functions and Theory of Mind among deaf children.

Discoursal Psychology is a new field of study that overlaps largely with socio-psychology of language. In this new field of study, certain issues are discussed that are not usually dealt with in socio-psychology of language, issues related to structures and strategies specific to discourse that can be studied from the perspective of discourse analysis. Discoursal Psychology is a scientific field of study that has emerged from the convergence of various fields such as semiotics, linguistics, ethnography, cognitive psychology, and artificial intelligence focused on language, particularly its social nature. Discourse Analysis originated from hermeneutics, but it has emerged as an independent branch in human and social sciences since mid-1960s. Discourse Analysis, as an analytical method of discoursal psychology, contributes to dialog within social understanding in order to explore comprehending and conveying meaning within the framework of language study. New advances in human sciences have led to the emergence of a new type of psychology known as "Discoursal Psychology" that has opened various ways for understanding psychological phenomena such as cognition, affection, beliefs, identity, perceptions and motivations. Psychological frameworks within socio-cultural domains have had more significant role in directing and guiding theorizing and performing research issues than sociological frameworks. Discoursal Psychology is considered one of these frameworks that contribute to understanding psychological phenomena within socio-cultural context.Discussions and As any scientific issue requires its own method of analysis and investigation, Discoursal Psychology investigates psychological events from the perspective of a socio-cultural event derived from language and considers language as the praxis and has adopted Discourse Analysis as the method of linguistic study. Discourse Analysis is based on a wide range of intellectual resources including conversational analysis, ethnographic method, Wittgenstein’s recent philosophy, psychoanalysis and critical analysis of ideology. While avoiding internal psychological processes, this approach studies socio-psychological themes in general psychology.

Augustine، in addition to some theories regarding theology، has theories on language and meaning that have inspired contemporary philosophers of language in their philosophical research. Based on Augustine، when a listener hears a sentence، he is not to understand the sensible language، but he follows something that the ear cannot hear. Augustine was one of the philosophers found favor with Wittgenstein. However، Wittgenstein in his second era of thought criticized Augustine and his own prior viewpoints regarding language. Later Wittgenstein stated that a philosopher should describe the language functions. The meaning of a word is not understood through theoretical definition، but through its usage and an interpreter should define word functions in a special context. Attending to the developmental process of Augustine''s hermeneutic perspective to the later Wittgenstein reveals the effect of Augustine''s hermeneutic view on the modern hermeneutic one that has been disregarded in philosophical research. Finally، the new hermeneutic educational implications which lead to the evolution in teacher and student’s viewpoints can be taken into consideration