ليست موضوع پايان نامه هاي لاتين Technical words are the words that denote specialized meaning relevant to a specific field. By the development of interdisciplinary fields, technical words from different disciplines come together in interdisciplinary areas, and the need for knowing technical words from other technical disciplines arises. The current study aimed to develop a wordlist of frequent technical words in interdisciplinary research articles shared across three disciplines of computer science, industrial engineering, and mechanical engineering. The research enjoyed a hybrid method including keyword analysis and meaning analysis. AntConc. software was used to do keyword analysis, and meaning analysis was done through context and by checking the words’ meanings in technical dictionaries and glossaries. The final technical wordlist included 145 words grouped in 82 word families. The results showed that adopting a hybrid method of keyword analysis and meaning analysis could be more reliable than using each method alone. Also, the proportion (lexical coverage) of high-frequency and academic words in three disciplines was measured through a computer-based method called RANGE. The results showed that the coverage of general, academic, and Non-GSL/AWL words across three fields were very close to each other. However, it seems that computer-based methods that measure lexical coverage of the texts regardless of the words’ meanings in contexts might not be very reliable. In addition, the readability of the articles in terms of idea density in the three majors under investigation was measured by adopting CPIDR software (version 5.1). The readability of the three majors was compared, and computer science had the highest level of idea density and the articles in this major had the lowest readability. The target technical wordlist provides information about the nature and size of specialized words in interdisciplinary technical field, and it can be a vocabulary source in ESP (English for Specific Purposes) for learners and instructors. This study investigated the relationships among personality types, locus of control, and foreign language anxiety within the context of Iranian EFL learners. The participants of this correlational study were 317 Iranian EFL learners who all were undergraduate university students from both genders. This study revealed significant relationships among participants ‘personality types (extroversion and introversion), locus of control, and language anxiety. The findings showed that there was a significant negative relationship between personality and locus of control and also a significant negative relationship between personality types and foreign language anxiety. Mediation analyses further illuminated the negative mediating role of the locus of control and the positive mediating role of the personality, shedding light on their nuanced dynamics. This study has implications for language educators, practitioners, and policymakers in terms of tailoring interventions to address individual differences and create supportive learning environments. Keywords: Extroversion, Introversion, Foreign Language Anxiety, Locus of Control, Personality Types

1

Technical words are the words that denote specialized meaning relevant to a specific field. By the development of interdisciplinary fields, technical words from different disciplines come together in interdisciplinary areas, and the need for knowing technical words from other technical disciplines arises. The current study aimed to develop a wordlist of frequent technical words in interdisciplinary research articles shared across three disciplines of computer science, industrial engineering, and mechanical engineering. The research enjoyed a hybrid method including keyword analysis and meaning analysis. AntConc. software was used to do keyword analysis, and meaning analysis was done through context and by checking the words’ meanings in technical dictionaries and glossaries. The final technical wordlist included 145 words grouped in 82 word families. The results showed that adopting a hybrid method of keyword analysis and meaning analysis could be more reliable than using each method alone. Also, the proportion (lexical coverage) of high-frequency and academic words in three disciplines was measured through a computer-based method called RANGE. The results showed that the coverage of general, academic, and Non-GSL/AWL words across three fields were very close to each other. However, it seems that computer-based methods that measure lexical coverage of the texts regardless of the words’ meanings in contexts might not be very reliable. In addition, the readability of the articles in terms of idea density in the three majors under investigation was measured by adopting CPIDR software (version 5.1). The readability of the three majors was compared, and computer science had the highest level of idea density and the articles in this major had the lowest readability. The target technical wordlist provides information about the nature and size of specialized words in interdisciplinary technical field, and it can be a vocabulary source in ESP (English for Specific Purposes) for learners and instructors.

2

The International English Language Testing System (IELTS) is the gatekeeper for people seeking education or profession in English-speaking countries. This exam tests the candidates’ four skills of speaking, listening, reading, and writing. Because of the scarcity of the studies done on linguistic features of Academic IELTS Reading subskill, the present study aimed to investigate lexical richness and syntactic complexity of the Academic IELTS Reading passages and the relationship between the variables. To this aim, lexical richness is further categorized to lexical density, diversity, and sophistication, and a corpus of 192 passages from 16 published practice test books was collected. The corpus analysis tool Coh-Metrix (Graesser, Mcnamara, McCarthy, & Cai, 2014) was utilized to determine each linguistic feature, and the results were compared to the results obtained for TASA norm corpora of science and social studies, because Academic IELTS Reading passages are said to be from sources available to nonspecialist readers. It was concluded that the lexicon of Academic IELTS Reading passages was about one percent denser, much more diverse, but as sophisticated as the norm corpora if age of acquisition and concreteness indices were not considered. Moreover, the syntax was seen to be more complex in three out of seven indices, as complex as the norm corpora for two indices, and less complex for the other two indices. It was also observed that syntactic complexity correlated negatively with lexical density. Significant positive correlation was found between lexical density and the other measures of lexical richness. IELTS candidates and instructors can utilize these results to enrich their IELTS preparation activities such as choice of learning and teaching material. Material developers can also use the results to provide candidates with more reliable material. Furthermore, English assessment researchers can use the results in comparative studies as well as studies related to test validity.

3

4

The present research set out to investigate the correlation between Big Five personality traits, perfectionism and emotional intelligence in Iranian EFL teachers. To this end, 141 EFL teachers including 48 males and 93 females were selected through convenience sampling. The participants work at language institutes, and they were selected from Isfahan, Tehran and Shiraz. Three questionnaires that were used to elicit the data consisted of NEO Five Factor Inventory (NEO-FFI), Hewitt and Flett Multidimensional Perfectionism Scale (H-MPS) and Schutte Self-Report Emotional Intelligence Test (SSEIT). These questionnaires were mainly distributed online. Then, Pearson Correlation Coefficient was used to determine the relationship between the three main variables, and linear regression analysis was run to investigate the predictive effect of the independent variable on the dependent variable. The results indicated that there was a significant negative relationship between Big Five personality traits and perfectionism (r= -.224**, Sig= .008) in EFL teachers. The relationship between perfectionism and emotional intelligence was also significant negative (r= -.613**, Sig= .000), and the relationship between Big Five personality traits and emotional intelligence was significant positive (r= .604**, Sig= .000). The regression analysis also showed the significant predictive effect of EFL teachers’ emotional intelligence on their perfectionism (F= 83.598, Sig= .000, R squared= .376). Moreover, perfectionism could significantly predict the changes in EFL teachers’ Big Five personality traits (F= 7.358, Sig= .008), though it accounted for only 5% of the variation in EFL teachers’ Big Five personality traits (R squared= .050). The predictive effect of EFL teachers’ emotional intelligence on their Big Five personality traits was also significant (F= 79.929, Sig= .000, R squared= .365). Both teacher educators and EFL teachers can make use of the results of this study to notice and develop the traits that are linked to higher EI. Keywords: Big Five Personality Traits, Perfectionism, Emotional Intelligence

5

The present study attempted to analyze the patterns of emotive lexis in two different disciplines of applied linguistics and chemistry research articles. To this end, this study examined the types and tokens of emotive lexis, applied by writers; moreover, the lexical realizations and emotive dimensions were described to show the possible differences between both disciplines. The results showed that both writers in applied linguistic and chemistry primarily used emotive lexis in adjectival/participial forms rather than nominal and adverbial ones. In both corpora, the outer circle emotions or the least intense ones ranked as the largest category, while the inner circle emotions or the most intense ones constituted the smallest proportion. This could be due to the fact that emotions are undeniably ignored in academic discourse. We can also conclude that, while there is no remarkable difference in the preferences of lexical choices (parts-of-speech) and emotion sections of emotive terms used by the writers in both corpora, the writers who majored in applied linguistics, the soft discipline, proved the higher frequency and range in application of emotive lexis, which could be due to the more subjective concepts of soft disciplines rather than the hard ones. By comparing articles written by native English and non-native Farsi professional writers, we found that while native writers used more emotive lexis than Iranian ones, the total range in non-native articles was slightly higher. Additional investigations should take into account different texts, such as dissertations and theses written by native and non-native writers in various disciplines. Moreover, a wide variety of linguistic elements can be investigated for the sake of achieving a more comprehensive representation of academic writing.

6

The study of lexical bundles, which are also referred to as fixed phrases, chunks, clusters, and multi-word expressions, has garnered significant attention in both written and spoken academic discourse. Previous research has primarily concentrated on the use of lexical bundles in various registers and disciplines within written discourse, with fewer studies exploring their use in spoken discourse. This current study aimed to examine the forms and functions of frequent lexical bundles in inspirational and scientific TED talks, using a two-phase approach: qualitative and quantitative. The qualitative phase involved the classification of lexical bundles based on their structure and function. In the quantitative phase, the frequency and comparative analysis of lexical bundles across scientific and inspirational TED talks were conducted. The research instrument employed for this study is Antconc 4.2.2, which enabled the identification of four-word lexical bundles occurring at least ten times in at least five different texts. To investigate the role of lexical bundles, Biber et al. (2004) functional taxonomy comprising stance bundles, discourse organizers, and referential expressions, was used. The study demonstrated that there were relatively more lexical bundles identified in scientific TED talks compared to inspirational ones. The results indicated that regarding the functional taxonomy, scientific and inspirational TED Talks exhibited varying patterns of usage. Referential expressions were found to be more preva‎lent in scientific and inspirational TED Talks. Notably, the inspirational sub-corpus displayed a significantly higher frequency of stance expressions compared to the science sub-corpus. Conversely, the science sub-corpus showed greater utilization of referential expressions, discourse organizers, and specialized lexical bundles. Regarding structural taxonomy, the science sub-corpus predominantly employed verb-phrase fragments. In contrast, the inspirational sub-corpus primarily utilized noun-phrase/preposition fragments. The findings of this study can assist speaking instructors utilize corpus-driven instruction to focus on lexical bundles and enhance language learners' public speaking abilities.

7

There have been always an interaction between culture and pragmatics. Thus, conducting studies which investigate pragmatics in the contexts in which it is used and practiced is necessary. The purpose of the current study was to examine the advice giving and receiving strategies used by Iranian EFL students and their teachers. To this end, two questionnaires were designed by the researcher. Both of the questionnaires were DCT questionnaires containing real-life situations for eliciting data from participants. To expand the number of participants and to avoid possible ambiguities, students' DCT questionnaire was multiple choice. On the other hand, teachers' questionnaire was an open-ended DCT questionnaire. All in all 200 students and 15 teachers participated in the study. The data gathered by means of these questionnaires made the researcher able to answer three research issues:1) Teachers' advice giving strategies, 2) Students' advice giving strategies, and 3) Students' advice receiving strategies. The main variable in the current study was social and institutional status. Based on this variable, the situations in the DCT questionnaire were categorized into two groups of equal and unequal. Equal situations happened between the peer or the people with equal social status (e.g. classmates). On the other hand unequal situations referred to situations which happened between people with unequal social status (e.g. students and teachers). It was found that Iranian EFL teachers are conservative about offering advice and in both equal and unequal situations preferred gradual advice. It was demonstrated that the popular advice giving strategy among students is direct advice. Moreover, it was found that Iranian EFL students prefer complex advice acceptance more than any other method of reception. Social status was proved to be an influential factor in determining teachers' and students' strategies. In addition, it was found that undergraduate students were more concerned about the difference between equal and unequal situations. On the other hand, M.A. and PhD students' responses were more independent of this variable. The study had implications for both teachers and students, and also the cultural administrators who can enhance the acceptability of advice in the society. Keywords: Advice mitigation, Advice strategies, DCT, Interlanguage pragmatics, Pragmatics

8

This research was an attempt to investigate the relationship between teacher care and four dimensions of student engagement (i.e., emotional, behavioral, cognitive, and social) in online EFL classrooms during the COVID-19 pandemic in Iran. The participants of the current study were 58 female high school EFL learners from 10th, 11th, and 12th grade, according to the centralized K–12 education system in Iran. Two different raters observed online EFL classrooms during the COVID-19 pandemic in order to collect the data. The researcher codified data based on two checklists to find the frequencies of each behavior in online EFL classrooms. Then, through correlation tests and multiple regression, the association between teacher care and student engagement was measured. The results of the study indicated that there was a relationship between teacher care and student engagement among Iranian high school EFL learners during the COVID-19 pandemic. Teachers who assist students, care about their presence, respond to their inquiries, provide feedback, and interact positively with students are influential in raising students' engagement. Teachers who care about students' mental and physical health are more successful in increasing student engagement in online EFL classrooms. The results of this study can be helpful for teachers, material developers, and students.

9

This study investigated the relationships among personality types, locus of control, and foreign language anxiety within the context of Iranian EFL learners. The participants of this correlational study were 317 Iranian EFL learners who all were undergraduate university students from both genders. This study revealed significant relationships among participants ‘personality types (extroversion and introversion), locus of control, and language anxiety. The findings showed that there was a significant negative relationship between personality and locus of control and also a significant negative relationship between personality types and foreign language anxiety. Mediation analyses further illuminated the negative mediating role of the locus of control and the positive mediating role of the personality, shedding light on their nuanced dynamics. This study has implications for language educators, practitioners, and policymakers in terms of tailoring interventions to address individual differences and create supportive learning environments. Keywords: Extroversion, Introversion, Foreign Language Anxiety, Locus of Control, Personality Types