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This study sheds light on Ben Lovatt's idiosyncratic characterization, cognitive impairment, and peculiar perception of the world through the lens of cognitive and stylistic features such as schema and cognitive theories. It explores Ben's inability to make meaningful sense of the outside world, his failure to activate adequate schemata when necessary, and his foregrounded conceptual metaphor. Exploring Ben's foregrounded linguistic and cognitive patterns reveal that Ben, in many aspects, proves the particular belief in the story that he seems to be on the threshold between humanity and animality or a throwback who belongs to centuries ago. However, despite Ben's human-animal hybridity, the most striking point about the analysis of Ben's mind style is that Ben seems to be beyond the descriptions of other characters and has a particular way of seeing the world, which makes him seem different from others. This difference, eventually, causes his exclusion from the world and his suicide.
 

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The increasing ubiquity and impact of audiovisual content has turned it into one of the primary objects of study in a number of disciplines in humanities, including Translation Studies. In the recent decade, audiovisual translation (AVT) has been a thriving research focus in many parts of the world. This article aims at mapping AVT in the context of Iran by reviewing the published Persian AVT research worldwide. The article is organized into two parts: the first part provides an overview of the main research articles, delineating the main research trends in AVT research in Iran. The second part presents and discusses research gaps and areas that merit further scholarly attention by academia. The article concludes that research on the topic in Iran is still in a fairly early stage, with the studies focusing mainly on dubbing and subtitling of audiovisual products. Furthermore, areas such as accessibility and inclusion, in particular, voice-over and game localization are grossly under-researched. To fill the gap, certain areas are highlighted and recommended for future research.

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The purpose of the semiotics of discourse approach is to communicate between semantic layers and differentiating units of the linguistic, social and intertdiscursive conext at the macro level in order to achieve meaning with the help of cognitive tools of text and discourse. This research interprets and explains how to produce, understand and receive meaning in the context of discourse systems in "Wuthering Heights" within the framework of the semiotics of discourse approach. Discourse systems include two categories, either they are based on Speech-Action and Movement-Action (Behavior) which create cognitive discourse systems or they are based on Sense-Action­ which are the generators of emotional discourse systems. In this research, the representation of Speech-Action, Movement-Action (Behavior) and Sense-Action­ and their feedback in the participants within the text and discourse of the novel has been discussed. Discourse analysis in the text and situational context of the novel based on the semiotics of discourse approach of Greimas is rooted in cognitive perspectives, because Speech-Action and Movement-Action build the infrastructure and a platform for the motivation of Sense-Action­ in the audience of the discursive context. Heathcliff and Catherine are two main characters of the novel who depict the Sense-Action­ of love along with the behavior and Speech-Action of revenge in the textual and intertextual semantic layers. Heathcliff gains the necessary mental, physical and financial competences and performs the action by going through the first stage of Sense-Action­

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The present case study had as its aim to uncover the diagnostic and instructional potential of dynamic assessment (DA) in the context of L2 writing during asynchronous computer-mediated communication (ACMC). More precisely, the study investigated the role of ACMC-based DA through e-mail in diagnosing and promoting low-proficiency L2 learners’ writing abilities in an Iranian EFL context. To this end, a case study design was adopted and three low-proficiency students of English as a Foreign Language (EFL) were selected to participate for a time span of ten weeks. The error analysis of learners’ performances in the pretest and posttest sessions led to the detection of a number of writing problems including the content, structural organization, grammatical accuracy, lexical appropriateness, and mechanics. A posterior examination of computer-mediated offline interactions led to the detection of a number of mediational strategies namely ask to revise, identify a problem area, specify the problem area, clarify the error kind, offer a choice and provide an explicit explanation as well as reciprocity patterns including unresponsive, growing autonomy and full autonomy which together helped diagnose the students' writing problems and trace their developmental trajectories. On implication side, it is argued that the ACMC-based DA serves as a strong diagnostic tool that makes a genuine understanding of L2 learners' writing abilities.
Keywords: dynamic assessment, sociocultural theory, asynchronous computer-mediated communication, writing
 

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Over the past decades, empirical studies regarding the application of data-driven learning (DDL) and its’ role in second and foreign language learning have increased. At the same time, several studies have investigated the association between working memory (WM) and different aspects of L2 and found that WM plays a significant role in the language performance of L2 learners, as SLA processes rely on cognitive resources. Nevertheless, the findings of such research are inconclusive. The role of WM in the relationship between DDL and second/foreign language learning is also a neglected area. Drawing on data from 84 Iranian female EFL learners, aged between 20 to 24, on three different measures of WM capacity (digit span, number-letter, and flanker), the findings of the present study showed that first, DDL was a significant predictor of English academic lecture comprehension. Second, regardless of which WM measure to use, WM was not a significant predictor of English academic lecture comprehension; and the interaction effect between DDL and WM was not a significant predictor of the students’ English academic lecture comprehension. That is, WM did not moderate the effect of DDL on the students’ comprehension of English academic lectures. Altogether, the results suggested that learning L2 at high levels of English academic lecture comprehension was mostly contingent upon automatic processing. The findings of this study may have implications for research and practice in second/foreign language teaching and learning, and more specifically in the application of DDL for L2 learners. 

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Language learners find it hard to change a text’s wording and present it differently while maintaining the original meaning in the text. This research therefore examined the effect of concept mapping instruction on summarizing short stories for EFL learners. Two intact grade-eight classes were assigned to experimental (n = 20) and control (n = 18) groups randomly. They summarized a starter-level short story, Drive into danger, using a maximum of 450 words as pretest. Next, the experimental group experienced concept-mapping instruction whereas the latter group received the traditional way of teaching summarization, for six consecutive weeks. Both groups summarized the same story again, based on their instruction, into a 450-word text at a maximum as posttest. Pretest and posttest summaries were assessed in terms of content, organization, vocabulary, and language use. The experimental group positively improved on overall performance, content, and organization, marginally improved on vocabulary, but did not improve on language use. Furthermore, the participants’ feedback on the instructional treatment support the statistical results. The findings offer several instructional implications.

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In the Persian language, which follows the SOV (Subject-Object-Verb) word order, the interrogative complement or prepositional object usually appears after the object in the focal position. However, it is possible to move this phrase to other positions within the sentence. The aim of this study is to investigate the processing of interrogative complement displacement in Persian using Event-Related Potentials (ERPs) based on Friederici's syntactic processing model. This study focuses on the central-parietal region of the brain, specifically the N400 and P600 components, which, according to Friederici's language processing model (1995), examine the filler-gap dependency structure and the mental representation of these phrases. Four different positions of the interrogative complement in Persian were examined, and 50 sentences were constructed for each condition.. The results indicate that the displacement of the interrogative complement leads to different brain responses, with an increase in N400 amplitude in the central-parietal region when the interrogative complement follows the subject, and an increase in P600 amplitude in the initial or focal position of the interrogative complement. These findings suggest that the displacement of the wh-complement in Persian, according to Friederici's model, has a neurophysiological basis and may represent a filler-gap dependency structure in mental representation.

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 Over the past decades, research on language teacher engagement in action research (AR) has received a surge of interest. However, little research is available on how teachers’ experience contribute to their development of agency and professional performances through their participation in an AR program. Accordingly, this study explored the role of experience in five novice and five experienced language teachers’ development of agency and practice before, during, and after their engagement in an action research engagement program (AREP). To this end, we collected data via semi-structured interviews, reflective journals, and classroom observations. The findings revealed that novice and experienced teachers’ development of their agency and professional practice undergo similar trajectories. Moreover, the study argues that although experience affects teacher-researchers’ agentive role and performances, novice and experienced teachers go through similar paths as they engage in AR. However, the novice teachers became more oriented towards reflection-in-action during and after their engagement in AREP. Moreover, the novice teachers chose more AR tools and drew more on their AR experience which, in turn, facilitated their professional growth through tool transformation. We conclude the paper with implications for teacher education to better understand the role of AR in teachers’ agency development and professionalism.

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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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Despite all the efforts of professors and students, learning the four language skills of French in academic institutions has always been accompqnied by challenges. One of these skills is written production, in which students make numerous mistakes. We believe that identifying and analyzing areas of error can be effective in improving their writing skills. In the present study, using an analytical-descriptive method, the written productions of a group of students on a B1 level topic were examined. The data collection tool is the DELF B1 evaluation grid with ten criteria for writing correction. The participants in this study show that 42 percent of students had very good and good averages, and 58 percent had average and weak scores. The target population of this study performed acceptably in only three skills-coherence and logical structure, the ability to present events, and adherence to the topic-out of the ten criteria in the evaluation grid. However, they have not yet achieved the necessary skills in the other seven criteria. The areas of errors revealed in this research could serve as topics for further studies to extract and analyze errors in each domain.
 

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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 research is aimed to capture EFL teachers’ use of technology in Task-Based Language Teaching (TBLT) by focusing on the variety and intensity of tasks in teaching reading. Driven by the survey research, the data were collected from 71 teachers of English as a Foreign Language (EFL) in Indonesia and analyzed descriptively. The findings show that the EFL teachers perceived that the use of technology in TBLT in teaching reading is important and it can enhance students' language learning experiences. Technology offers engaging materials and activities that aid reading comprehension. Furthermore, EFL teachers' use of various  tasks and resources may indicate a need for continuing professional development to improve digital literacy skills and pedagogical strategies of English teachers in EFL context. Although the findings of this survey give an insight into the data of English teachers’ use of technology in TBLT in terms of variety and intensity in teaching reading, this survey has its limitations with regard to the numbers of participants. This research highlights the dynamic relationship among technology, TBLT, and reading instruction in the EFL context, and suggests the need for continued research and exploration of best practices in this area. The current study succeeded in adding new empirical studies related to the variety and intensity in pre-reading, whilst-reading and post-reading activities of EFL teachers enacting teaching reading with the use of TBLT. 

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Rural handwoven carpet weavers, particularly in the context of handmade silk carpet production, grapple with significant challenges concerning recognizing all stakeholders and establishing timely connections. These challenges have a substantial impact on the adoption of innovation in carpet production and the overall enhancement of productivity. This research was conducted to scrutinize the communication network of carpet weavers within the Knowledge and Innovation System (KIS) of handmade silk carpet production in rural areas. Data were gathered through interviews with 270 rural households in Zanjan province, specifically in the Tarom, Khodabandeh, and Zanjan counties, utilizing a structured questionnaire. Social Network Analysis (SNA) in UCINET was employed to examine the interactions among these actors, and graphical representations were created using Net Draw. The results revealed that the network's density varied across different levels, showing weakness in some cases, moderate strength in others, and strong connections in select instances. The connections of carpet weaving families with other actors within the KIS were predominantly localized. Among these families, those utilizing the home-based wage production method exhibited the most extensive interactions. The individuals designated as "FMs" (likely referring to family members) and "WNVKRs" (possibly local experts) demonstrated the highest degree of connection and influence within the network of weavers' interactions
 

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Effects of part replacement (20, 40, 60, 80 and 100%) of whole wheat flour by composite flour (based on foxtail millet, proso millet and buckwheat flours in equal proportions) on physical, nutritional, sensory and antioxidant properties of multi-millet cookies were investigated. Increase in the ratio of composite flour in the blend and formulated cookies resulted in increase in ash, fiber, fat and protein and decrease in moisture and carbohydrate contents. Increase in supplementation levels of composite flour added to the TPC, DPPH, reducing power and FRAP and decrease in metal chelating activity of cookies. Maximum gain in thickness and weight as well as loss in diameter, spread ratio and bake loss were observed with the highest composite flour substitution. Color values such as a* was found to be enhanced whereas L* and b* were found to be weakened, simultaneously NEB values got increased upon substitution. A 60% blend of composite flour with whole wheat flour was selected best used in the cookie’s formulation on the basis of sensory evaluation. Overall, this study demonstrates that millet based composite flour can effectively improve the functional values of formulated cookies, in addition to an option for the development of gluten free products for celiac patients. 

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     The Oriental hornet, Vespa orientalis L. (Hymenoptera: Vespidae) is one of the most important and serious enemies of honeybees. In this study, the annual population dynamics and daily activity rhythm of Oriental hornet were examined, based on the number of adults trapped in an apiary located in Ahvaz (southwest of Iran) during a period of two years (January 2021 to December 2022). Samplings were performed using the box traps available in the market. The bait used in the traps was fresh chicken liver, with the traps checked daily in four time periods. The results revealed that the first overwintering queens (gynes) emerged in March and two population peaks of newly emerged hornet workers occurred during the year, one in July and the other in October. In late November and early December, no adult hornet was trapped. The daily activity rhythm of adult hornets was observed mostly during 9 - 12, almost twice as much as in the afternoon period (12 - 15). The lowest activity was recorded in the evening period and night (6 pm - 9 am). During both years of sampling, the seasonal abundance of adult hornets displayed a significant positive correlation with air temperature and a significant negative correlation with relative humidity. By comparing the result of our findings with other studies performed in the same and different climate zones, it can be hoped to present effective methods to control the population of V. orientalis, especially in areas that have extensive beekeeping.