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Besides the main elements such as setting, theme, plot, and conflicts, any narrative or story requires another key element called character. It is the character that adds meaning and life to each of these elements, transforming a narrative into a compelling story. Characterization is essentially the process of bringing life and creating human figures from the elements of a narrative discourse. Creating and developing characters in the realm of storytelling and art is a delicate and novel task referred to as “characterization.” This process results in the creation of characters that are believable, engaging, and understandable for the audience. Characterization establishes a bridge of communication between the reader’s or viewer’s mind and the world of the story, enabling them to empathize with the characters, understand their emotions, and become curious about their actions and motivations, thereby increasing audience engagement.The corpus of this research consists of short stories by the Afghan author Mohammad Asef Soltanzadeh. The present study, relying on Soltanzadeh’s ability to utilize and develop story characters, is conducted in a descriptive-analytical manner. The aim has been to analyze the use of the element of characterization and the interaction between pragmatics and stylistics in three short stories from the collection “Nowruz is Only Splendid in Kabul,” considering Culpeper’s theoretical framework (2017). The results of this study indicate that characterization consistently follows three elements: the degree of narrative control, the dialectic of self and other, and explicit and implicit meanings within the overall narrative discourse, which the author skillfully employs.
 

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Translated literature almost always involves a degree of manipulation of the source text for a certain purpose. Such manipulations are imposed by the ‘patrons’ who try to regulate the relationship between the literary system and the other systems a society is composed of. Working on this fundamental  broadly-acknowledged assumption about translation, the present study aimed at identifying the concepts which are often manipulated in translated literature published in contemporary Iran. It also attempted to spot the manipulative strategies imposed on translations and the counter-manipulative strategies adopted by translators to sidestep those manipulations. Drawing on the findings of the the so-called ‘Manipulation School’ and Dukāte’s typology of manipulation strategies, it did a comparative analysis of the source texts and translated versions of four American novels recently published in Iran. The codification of the data revealed the frowned upon taboo concepts to be descriptions of, or references to, sexual activity, physical contact between the sexes, human body, extramarital relationships, swear words, prostitution, nudity, homoeroticism, alcoholic drinks and dancing. The most frequent manipulation strategies were 1) deletion of the taboo concepts, 2) substitution of the concepts with totally different concepts, and 3) attenuation of the forbidden words, that is to say, expressing them in a more polite, softer language. Although the manipulation mechanism is most effectively in place, the translators seemed to have occasionally applied creative strategies to evade the imposed manipulations. Such counter-manipulative strategies were classified as legitimization, archaism, use of less familiar words, degenderalization, denunciation and borrowing in this study.  

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Giles, Goat-Boy is a black comedy to bite everyone. Embodied in a postmodern fabulation, Barth’s sense of humor allows him to create a political allegory on any structure of power that claims to save humanity. GILES, a hybrid of a machine and a goat, is tasked with the mission to lead the so-called academic society through instrumental intellect. But he can only go so far as not to create a conflict of interest between the ruling powers. The pattern used in creating Giles is an imitation of the classic patterns in creation and journey of a hero, except that Giles is destined to appear as a scapegoat against the positivist Sphinx of Time. Such an approach begs the main question of the research: How ideological systems sacrifice their heroes to secure their interests? This hypothesis is also in line with Frankfurt School’s critical theory, which considers the capitalist system to be a violation of freedom and social values. The intellectuals such as Horkheimer and Adorno consider man to be a victim of objectification and alienation arising from social and political conflicts. They also believe that hegemonic systems have humiliated man with false pleasures. Just as Giles fails to reform the most powerful ruling system, WESCAC, so Barth symbolically paints a bleak picture of human destiny in modern society today. The purpose of the research is to raise human awareness about the harsh laws that are the ominous products of instrumental intellect, as one of the defining elements of capitalist system.
 

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 cLanguage learning strategies referto behaviors, processes, and approaches in wich the learner receives new information in a purposeful and coherent manner and is used effectively that lead to self-learning, self-control and responsibility. Due to lack of a proper research this study aims to determine the relationship between the use of language learning strategies, learning engagement and writing skills in the Arabic language writing curriculum.This research was descriptive and correlative including 70   female Bachelor students of Arabic Language and Literature of Kharazmi University in 2019. The data was collected using, Oxford learning strategies in language scale (1990), Schafeli et al. (2002) learning engagement scale and Researcher-made writing skills questionnaire. The  data was analyzed using regression analysis. The results showed that there is a positive and significant relationship between the variables of language learning strategies, its components (except emotional strategy) and learning engagement with Arabic writing skills. In addition, it was found that learning strategies in language and learning engagement can explain the variance of 17% for writing skills.The resultsindicate that using of language learning strategies and Improve learning engagement, their writing skills increase. In practical terms, the findings and recommendations of the present study can be introduced as a model for including language learning strategies and enhance learning engagement for learning in curricula.Specifically, use of language learning strategies and the enhance learning engagement in the field of improving the writing skills of Arabic language and literature students is the main contribution of the current study. 

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Adding suffix is one of the methods of making words to produce various meanings. Various semantic contexts vary depending on the suffixes and prefixes in the word derivation. The suffixes "-är", "-gär", "-gar", "-an", "-nadeh" are known in Persian as suffixes that produce adjectives and nouns. In Russian the following suffixes:
-тель, -арь, -чик, -щик, ...
In the row, there are suffixes for making nouns. Among the above two suffixes "-арь" and "-тель" in Russian language are analyzed to find equivalence in Persian language.
The purpose of writing this research is to identify the active and passive suffixes in Russian and Persian languages ​​and to examine them against each other in understanding their meaning and form, relying on the theory of semantic-lexical expression (Liber) 2004 and the grammatical theory. The questions that we seek to answer in this article are, what is the degree of convergence and divergence of the semantic expansion of active and passive suffixes in two languages? Is it possible to make some words with the help of existing words, according to the generative and cognitive grammar approach, to what extent the semantic overlap allows the reproduction of some figures. And as a result of this research: it was found that the investigated suffixes in two languages ​​use the same basic units of noun + infinitive + suffix, but in the semantic part, the expected correspondence does not match completely.
 

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Every person in society has a perception of reality and the translator is no exception. Identity construction is somehow related to reality construction. So the main issue is not how the narrative is constructed as a text, but how the narrative acts as a mental tool in constructing reality and, consequently, identity. Like the controversial issue of language-thought, it is not easy to deal with narrative discourse and narrative thinking, since the reality existed in the mind, depends on the spatio-temporal framework of the culture. Eelaborating on the concept of narrative identity, and Goffman’s Frame Analysis and its applicability in the mentioned concept, this paper shows how society, as a cultural frame, forces the translator (or the publisher) to retell the narrative and to reconstruct the identity, and why this identity formation will be more pronounced in the paratextual elements (translatorial & authorial prefaces). Analyzing the frame, along with literature and media, it proposes a hybrid model based on Somers’ features (Paul Ricoeur’s Mimesis), and Goffman’s Framework for the concrete manifestation of renarration, and the incorporation of the core conception of identity formation, to indicate how orientalism concepts have been renarrated in translatorial and authorial prefaces of Edward Said’s Orientalism, affected by structure or agency during 80s in Iran, and how these prefaces play a role in framing readers interpretation. Finally, it has concluded that, regarding structure/agency, and the involvement of multiple agents in translation, different author-functions and identities have developed through the presentation of the prefaces in question.
 

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The Historical Ashura books are historical reflections of the Ashura event and they are expressed in the form of narration. The application of new theories of literary criticism in the analysis of historical provides a better understanding of the narrative context of these works. The purpose of this study is to introduce an unknown Ashura historical book and its narratology from Todorov's point of view. This article tries to examine the syntactic level of narration in the book Sar-e-Asrar in a descriptive-analytical way. So that narratives better illustrates the narrative structure of such works. Todorov's narrative analysis is one of the most prominent structuralist approaches that deals with manifestations such as syntactic representation. According to the findings of the research, the narration with its developments, propositions, etc., which show the syntactic manifestation of the narration, has advanced the design of the narration. In terms of linguistic structure, the murder is based on the traits and actions of the characters. From a syntactic point of view; It has ten basic enhancements that include a minor enhancement. According to the findings of the research, the narration with its developments, propositions, etc., which show the syntactic manifestation of the narration, has advanced the design of the narration. In terms of linguistic structure, the book is based on the traits and actions of the characters. From a syntactic point of view; It has ten basic enhancements that include a minor enhancement. Descriptive and present propositions have emerged side by side with various narrative aspects...

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Transfer of learning from English course to other contexts is one of the most fundamental objectives of EAP instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduates learning ESAP assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. 60 engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.
 

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Although faculty members’ job satisfaction has received remarkable attention over the last two decades, there has been a long-lasting lack of a questionnaire to measure it in the Iranian context. Thus, the present study purported to develop and validate a questionnaire with adequate psychometric properties to measure Iranian English faculty members’ job satisfaction. To this aim, two samples of faculty members for the first pilot study (n = 62) and the second pilot study (n = 254) were selected from Ayatollah Borujerdi University and Lorestan University through a random sampling method. Based on the past literature, a pool of items (n = 74) was extracted and subjected to an eleven-step systematic procedure: content analysis and sampling; creating an item bank; running the first pilot; creating item pool one; expert judgment to evaluate the sub-scales; running an interview and think-aloud protocol; running Cronbach’s alpha; running the second pilot; running exploratory factor analysis, confirmatory factor analysis, and Cronbach’s alpha; creating item pool two; and expert review. Results yielded a 60-item questionnaire with 6 sub-scales: 1. payment and rewards (10 items); promotion (7 items); supervision and interaction (17 items); job security (7 items); facilities of universities (7 items); and work nature (10 items). The hope is that the present questionnaire can be used for research and educational purposes in the future.

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 The turning increasingly of educational centers to Virtual and online classes shows necessity of paying attention to the quality of training and deep and meaningful learning using modern educational methods in this type of training.This study aims to investigate the effect of k.w.l strategy, which is one of the educational metacognitive strategies and was introduced based on the constructivism theory for deep and meaningful learning by Ogel, in the onlin class of teaching Arabic grammar,to asses the effectiveness of this strategy in meaningful and deep learning of Arabic grammar.The study used Quasi-experimental method with pre and post test on the control and experimental groups who were trained virtually. statistical population included 34 students in the first semester of the bachelor at Khwarizmi public University in(1400). The sample was selected by the available method and then randomly divided into two groups .Data analysis was done by(spss). In order to determine the presence or absence of influence between variables and to estimate and generalize the results obtained from the sample size to the statistical population,the combined analysis of covariance or repeated measures test(GLMRM)was used to assess and evaluate the research data. According to results, average of pre-test scores of the Arabic grammar variables in the control and experimental groups are 2.40 and 2.04,respectively, and these averages in the post-test of these groups are reported 2.55 and 3.01 respectively,so there is a significant difference betyeen pre-test and post-test.so we see a significant increase in the grammar average in the experimental groupʼs post-test.

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Mirajnamehs are narrative poetry that refer specifically to the Ascension of the Prophet Muhammad (PBUH). The creators of these poetic texts have composed their works by imitating or slightly changing the prior ones. Following the approach of Searle’s speech act and Genet’s hypertextuality, the analytical –descriptive method, and library research tools, this article explores the structural and linguistic interplay of Mirajnamehs. It was hypothesized that the poetic texts were hypertextually connected and the contemporary narrators consciously followed the prior narrators in composing their poems. Examining 26 similar sequences indicated that not only the works of Sanai and Khaqani with 17 subordinate poets were hypotexts of other texts, but also Sanai, Qawwami, Akhsikati and Molana were not subordinate to other poets; moreover, it clarified that contemporary poets had a greater tendency for the change rather than the imitation; in addition, it revealed that the quantitative generative transformation of the aesthetic expansion type as well as the applied transformation of the qualitative internal type had a higher frequency; furthermore, it showed that the most diverse speech acts were those of Helali and the most frequent ones belonged to Khajoo. All things considered, detailing, adding figures of speech and act episodes and actors, description, educational and moral discussions, creating a contrast between two concepts or characters, creating dialogues and using auxiliary characters were the reasons for the high frequency of speech acts in similar sequences.
 

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Narrative discourse and the arrangement of its components that reflect the narrative world provide the accessibility terms to the ideology and hidden values in the text; hence, it is important in the multilateral understanding of literary texts. Because the experiences and comprehension of the authors in interaction with the surrounding world do not have a similar effect on their perception, the narrative discourse changes from one narrative type to another.In “Biroon Az Gozashteh” by “Mehri Bahrami”various worlds coexist, there is no border between reality and fantasy, and the multiverse idea helps to understand the narrative discourse of the story. The main objective of this article is to show the selection of elements of the discourse through which the author constructs the story and the dominant ideology of the text, by investigating the narrative discourse of the novel. This research is text-oriented and has been done using text analyzing method. The main focus of this article is to investigate criteria such as the narration type’ various kinds of narratorsand their relation with the characters’ embodied experiences the narrator and characters and in line with it the formation of aesthetic and symbolic objects and hidden location in the narration. In this novel, the narrator’s subjective functions and her connection to other constructive elements of the text have an identity function and reflect the ideology of a text that tries to depict a woman who wants to pass behind her cultural-historical past and create a new self of herself.

 

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The present study aimed to examine the use of different levels of syntactic architecture in written personal and fictional narratives in both Persian and English across three discourse communities, namely Persian native speakers, English native speakers, and Iranian EFL learners. To this end, the participants of the study were selected based on convenience sampling and were asked to write one of their happiest memories. Also, an English fable from Aseop's fables and a Persian story, chosen based on comparative literature and having the similar plot, were given to them to read and write whatever they remembered; there was no limit on the number of words and paragraphs. To analyze the data, the Berman and Nir-Sagiv's (2009) model was followed. The findings showed that in fictional narratives written by both Persian and English native speakers, isotaxis, asymmetric parataxis, complement (CMP), and parataxis levels were frequently employed; however, personal narratives in Persian were dominantly isotactic, paratactic, and asymmetric paratactic, CMP, while isotactic, hypotactic, and paratactic levels were frequent in English written personal narratives. Also, after receiving explicit instruction on different types of English sentences, the use of adverbial and relative clauses (hypotaxis level) increased in Iranian EFL learners' written narratives. It can be concluded that explicit teaching of syntactic levels enabled EFL learners to arrange their sentences correctly to express their intended meaning. Teachers can benefit from the results to gain a more comprehensive understanding of narrative connectivity and help EFL learners elaborate clause linkage in their written narrative tasks.
 

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This study investigates the integration of post-humanist pedagogies in e-learning for English language teaching (ELT) through the perspectives of Indonesian doctoral students. Post-humanist principles, emphasizing interconnectedness and collaboration, are explored within digital language education contexts. Conducted at Universitas Negeri Malang, the study employed a sequential mixed-methods approach involving 28 participants. Data collection included closed-ended questionnaires and semi-structured interviews, focusing on three key dimensions: relationality, agency and autonomy, and multiplicity and diversity. Findings underscored the preference for collaborative digital learning environments, highlighting peer interaction and the role of adaptive technology in fostering personalized instruction and learner autonomy. The participants also emphasized the importance of integrating sustainability-focused content in language courses to promote ecological awareness. This research advocates for the transformative potential of post-humanist pedagogies in enhancing inclusive, learner-centered language learning experiences that support linguistic diversity and intercultural understanding. Future studies should explore the scalability and socio-political implications of these pedagogical approaches across diverse educational settings to address broader societal challenges and promote equitable education practices.

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Cet article examine l'approche de la mise en œuvre des compétences de compréhension de l'écrit dans les cours de langue française en Iran. Les données étudiées dans cette recherche ont été recueillies par le biais de questionnaires, d'entretiens et d'observations en classe. Les objectifs de cette étude sont de comprendre les perspectives et les opinions des apprenants et des enseignants concernant les compétences de compréhension de l'écrit, d'examiner les approches pédagogiques utilisées et d'identifier les obstacles existants dans ce domaine. En conséquence, des suggestions spécifiques pour améliorer l'approche pédagogique de la compréhension de l'écrit sont fournies. Les résultats de cette étude indiquent que les apprenants ont des compréhensions différentes de divers éléments liés à la compréhension de l'écrit, y compris la nécessité de lire rapidement pour accomplir les exercices, de passer du temps pour une compréhension approfondie des textes, etc. De plus, les réponses des enseignants soulignent l'importance de la flexibilité, de l'utilisation de ressources diversifiées et de l'implication active des apprenants. Les résultats obtenus de ces conclusions sont discutés pour l'enseignement de la langue française, mettant en évidence la nécessité de sensibiliser les apprenants et les enseignants à l'importance de la mise en œuvre de stratégies efficaces de compréhension de l'écrit.
 

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 In this research, teaching Persian nominal suffixes and affixoid (kar, gar, ban, baz, -ande) in derived words to non-Persian speakers using two explicit and implicit methods has been discussed. In direct/explicit approach, the achievements and fundamentals of cognitive morphology approach developed by Hamawand (2011) were used, and in indirect/incidental approach, texts containing derived words were taught to language learners. In this study, 16 Farsi learners at advanced level from Azfa Center of Allameh Tabatabai University and Shahid Beheshti University were examined in the form of two control and experimental groups. Language learners participated in two tests as pre-test and post-test. The results of this research, based on descriptive statistics, showed that teaching noun suffixes by using Hamavand's achievements and cognitive morphology and the three cognitive functions of categorization, configuration and conceptualization along with prototype and periphery concepts can be effective and useful in improving vocabulary knowledge. In general, it seems that informing Persian learners about the lexical and semantic structure of derived words increases their linguistic knowledge and learning level.

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This study investigates the instructional strategies Vietnamese EFL lecturers prefer to employ to teach productive skills of general English in online and face-to-face teaching environments. Thirty-eight lecturers from 6 Vietnamese universities participated and responded to a questionnaire with 29 close-ended questions detailing instructional strategies. Four of the participants were invited to join the semi-interview about the reasons for their preference for instructional strategies. The collected data were analyzed with descriptive statistics for Quantitative data and content analysis for qualitative data. The findings indicate that the most favored strategy in both teaching environments is describing pictures while opinion sharing and group discussion are much more favorable in the face-to-face than in the online teaching environment. Additionally, certain strategies are preferred in the face-to-face setting over instruction in the online setting and vice versa. Some primary reasons for lecturers’ preference for instructional strategies were identified and participants gave some recommendations of choosing appropriate strategies for teaching productive skills via interviews. These findings highlight EFL lecturers' preferences in selecting instructional strategies to teach English productive skills in the two teaching contexts and underscore implications for choosing proper instructional strategies.

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For decades, both researchers and EFL learners have been interested in native-like pronunciation. While extensive research has delved into a variety of pedagogical approaches and the complexity of English phonology, an unanswered question is how high-proficiency EFL learners achieve the elusive goal of native-like pronunciation in spoken English. To this end, this multiple-case study aimed to explore the multifaceted strategies employed by 15 high-proficiency EFL learners who had mastery in pronunciation and were selected using the maximum variation sampling method. Data was gathered through the use of diaries and in-depth semi-structured interviews. The data was analyzed with NVivo software version 10, and two main themes were extracted: teacher-directed (TD) and self-directed (SD) pronunciation learning strategies. Regarding the TD strategies, some participants (46%) acknowledged actively engaging with structured tasks and assignments facilitated by teachers. They highlighted the role of in-class (36%) and out-of-class (64%) activities in their journey to master pronunciation. The SD strategies were reported by about half of the participants (54%) in their quest for pronunciation mastery, which included self-talk (48%), podcast listening (29%), shadowing (12%), and reading aloud (11%). This study contributes valuable insights into relevant literature and offers evidence of the interconnectedness of TD and SD strategies in pronunciation improvement. The findings have several implications for further research or practice about pronunciation mastery.