Reza Pishghadam; Shima Ebrahimi; Ali Derakhshan
Volume 8, Issue 2 , September 2020, , Pages 17-34
Abstract
The close relationship between language and culture has been highlighted by scholars in sociology, sociolinguistics, ethnography of communication, psychology, and linguistics. They postulate that language is a tool to instantiate cultural concepts and delineate how individuals perceive the world. Regarding ...
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The close relationship between language and culture has been highlighted by scholars in sociology, sociolinguistics, ethnography of communication, psychology, and linguistics. They postulate that language is a tool to instantiate cultural concepts and delineate how individuals perceive the world. Regarding such an outstanding impetus and triggered by the conceptualization of cultulings (culture in language), language structures and expressions can manifest the overt and covert cultural patterns. Not only can the cultuling analysis of a society disclose the cultural patterns entrenched in the language, but also it can unearth the effective and defective cultural memes. To this end, our cultural model, underpinned by environmental factors, cultural, emo-sensory, and linguistic differences, can provide a robust model to analyze cultulings of a given society. Therefore, to analyze and explain the cultulings, the cultural, emotioncy, and SPEAKING models are suggested to be collectively utilized to reflect the participants’ culture. The amalgamation of these models and the underlying environmental factors can delineate people’s specific behaviors and cultulings which can culminate in euculturing.
Reza Pishghadam; Hossein Makiabadi; Shaghayegh Shayesteh; Shiva Zeynali
Volume 7, 2 (Special Issue on Iranians Views of Cultural Issues) , September 2019, , Pages 15-26
Abstract
Digging into the history of motivation research, we deduced that, the investigations have targeted individuals’ performance as the overt indication of this invisible drive. Yet, it is hypothesized that there exists a variation of motivation which does not lead to a certain action and is only confined ...
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Digging into the history of motivation research, we deduced that, the investigations have targeted individuals’ performance as the overt indication of this invisible drive. Yet, it is hypothesized that there exists a variation of motivation which does not lead to a certain action and is only confined to one’s mental engagement with a concept or activity. To further explicate, we put forward a dual continuum model of motivation, under the term immersion, and named this so-far-hidden aspect as passive motivation, standing against active motivation. To provide empirical evidence, a total of 54 English language teachers were recruited and interviewed about the four proposed conditions of motivation (i.e., active motivation, active demotivation, passive motivation, and passive demotivation). The extracted themes revealed that teachers’ habitus may largely account for this lack of willingness and passivity. Analyzing the themes, we made reference to sensory motivation, which relies on sensory experiences as one of the major triggers of de/motivation.
Reza Pishghadam; Shaghayegh Shayesteh
Volume 5, Issue 2 , September 2017, , Pages 15-25
Abstract
Delving into the close relationship between sense and emotion mingled with language can be of utmost importance in studies related to management of emotions. In this regard, the current study qualitatively attempted to examine to what extent sense-induced emotions can be recognized, labelled, and managed ...
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Delving into the close relationship between sense and emotion mingled with language can be of utmost importance in studies related to management of emotions. In this regard, the current study qualitatively attempted to examine to what extent sense-induced emotions can be recognized, labelled, and managed by individuals. To this end, 36 Iranian males and females were asked to participate in interviews on color-emotion associations. Their responses to colors were categorized into positive, negative, and no emotion. The overall results revealed that 10 major themes can account for idiosyncratic variations in expressing color emotions. Culture, age, and education were found to impact individuals’ emo-sensory expressions. In the end, based on the findings of this study, a three-set model of emotion expression was proposed to show the bond between sense, emotion, and language. As a result, a new concept called emo-sensory intelligence was introduced which transcends emotional intelligence (EQ) and sensory intelligence (SQ) by shifting its focus to sense-induced emotions.
Reza Pishghadam; Haniyeh Jajarmi; Shaghayegh Shayesteh
Volume 4, Issue 2 , September 2016, , Pages 11-21
Abstract
Given the significance of relativism in molding our worldview and uncovering the nature of truth, this study using the newly-developed concept of emotioncy, attempted to introduce sensory relativism as a new perspective based on which senses can relativize our understanding of the world. To espouse the ...
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Given the significance of relativism in molding our worldview and uncovering the nature of truth, this study using the newly-developed concept of emotioncy, attempted to introduce sensory relativism as a new perspective based on which senses can relativize our understanding of the world. To espouse the theory, 24 individuals were interviewed on their experiences of phlebotomy. The results were analyzed in light of the six-level emotioncy model and five major themes were extracted. Overall, the outcomes of the study showed that, unlike the Exvolved individuals (Auditory, Visual, Kinesthetic emotioncies) who used more hedges and had shorter talk time, distal emotion, limited vocabulary size, and more use of associations, the Involved individuals (Inner and Arch emotioncies) employed fewer hedges and had longer talk time, proximal emotion, wider vocabulary size, and more use of analogies. The findings providing empirical support for sensory relativism, revealed that, deeper than language, senses can relativize cognition.
Brian Street; Reza Pishghadam; Shiva Zeinali
Volume 3, Issue 1 , March 2015, , Pages 16-27
Abstract
Granted that literacy is a social practice involving different values, attitudes, feelings, and social relationships, this study attempts to examine literacy practices and the potential changes made through a history of forty years. The study was conducted in the village of Cheshmeh, near Mashhad, Iran, ...
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Granted that literacy is a social practice involving different values, attitudes, feelings, and social relationships, this study attempts to examine literacy practices and the potential changes made through a history of forty years. The study was conducted in the village of Cheshmeh, near Mashhad, Iran, where the social definition of literacy emerged. The data have been collected through participants' observation and interviews. The results proposed that literacy progress has been uneven and unequal across countries and within a country or a population despite some achievements gained internationally. This study is a challenge to the idea that literacy is the same thing across all kinds of settings and under all kinds of conditions. In fact, widely varying personal, social, religious, and economic factors imposed their constraints on literacy practices. In the light of the results of the present study, the future literacy effort may achieve better results and increased opportunities of success for all individuals if it takes account of such local social factors.
Reza Pishghadam; Fahimeh Saboori
Volume 2, Issue 1 , March 2014, , Pages 63-72
Abstract
The present study pursued two goals: First, to discover the subscales underlying the teacher Status Scale (TSS); and second, to reveal the status of the teachers of Persian, Arabic, and English in Iranian junior high school students’ perceptions in order to determine the relative roles of national, ...
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The present study pursued two goals: First, to discover the subscales underlying the teacher Status Scale (TSS); and second, to reveal the status of the teachers of Persian, Arabic, and English in Iranian junior high school students’ perceptions in order to determine the relative roles of national, religious, and western influences in the identity construction of the students. The data was collected from 650 junior high school students, who rated their 80 teachers. Regarding the first goal, an Exploratory Factor Analysis (EFA) was employed revealing three subscales of the TSS: personal status, social status, and educational status. As for the second goal, a number of Chi-square tests were run on the data. Based on the results, English teachers were found to have the highest status in all the three factors and as a whole, denoting the more dominant role of western influence in the construction of the students’ identities.