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 The process of teaching and learning is a complex interplay of multiple factors, including teaching and learning styles. A mismatch between these styles can lead to negative outcomes. The primary objective of this study is to investigate the learning styles of non-Iranian Persian language learners and the teaching styles of their instructors. To explore the alignment and discrepancies between these variables, a quantitative method was employed to provide a comprehensive understanding of the relationship between them. This research was conducted with a sample size of 116 Persian language learners and 25 teachers, and data on learning styles were collected using the Perceptual Learning Style Preference Questionnaire (PLSPQ). The same questionnaire was adapted and validated to collect data on teaching styles. The study revealed no significant difference in the prioritization of visual, tactile, auditory, and kinesthetic learning styles between learners and teachers. However, a notable difference was observed in group and individual learning styles. Furthermore, academic background emerged as a crucial factor affecting teaching style, with teachers who had completed a teaching Persian program (AZFA) prioritizing group-style instruction. The outcomes of this research underscored the existence of discernible disparities between the teaching styles of educators and the learning styles of students. As such, it was recommended that teachers adjust their teaching styles to align with the learning styles of their students.

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This study employs graph theory to analyze the semantic network of Persian verbs among bilingual speakers. Situated within the frameworks of cognitive linguistics, lexical semantics (cognitive semantics), and computational linguistics, the research involves administering a questionnaire comprising 50 basic Persian verbs to participants, asking them to map the conceptual and intra-linguistic relationships between these verbs.The primary objective is to identify the most robust and frequent conceptual and intra-linguistic links among these verbs and to provide a detailed description of the graph structure constructed by bilingual speakers. The study seeks to address the question: What typology of conceptual and intra-linguistic relations is reflected in the graph patterns of non-Persian-speaking Iranians? The working hypothesis posits that semantic relations such as synonymy, antonymy, hyponymy, and collocation will manifest in this network.The methodology is field-based, and the instrument used is a localized questionnaire. Participants were instructed to diagrammatically represent any semantic relationships among the verbs provided.The findings demonstrate that the semantic graph constructed by Iranian bilinguals exhibits semantic relations such as synonymy (6.45%), reverse antonymy (34.94%), polysemy (7.79%), entailment (11.01%) (comprising "type-of" relations at 8.60% and "part-of" relations at 2.41%), as well as intra-linguistic collocation (28.22%). Among these, collocation, entailment, and antonymy were the most frequent relations, respectively. 

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In second language didactics, language learning strategies have been identified for numerous languages, and factors such as age, gender, motivation, intelligence, as well as the level of language skills for utilizing these strategies have been analyzed. However, in Persian didactics as a second language, no such research has been conducted yet. Therefore, in order to analysis the relationship between nationality and application of strategies among foreign Persian learners, the present research was conducted based on Oxford's (1990) Strategy Inventory for Language Learning. Both inferential statistics and statistical tests showed that on average, the use of language learning strategies among different nationalities is quite similar with negligible variances. Whereas, descriptive statistics showed that the order of priorities of Persian learners of different nationalities is dissimilar. In addition, the results of this research suggest that Persian learners of different nationalities generally use cognitive and social strategies more so than other strategies.

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  This research deals with the learning style of the non-Iranian learners of Persian as a second language in Iran. The primary objective of the study was to identify the learners' perceptual learning styles. The second objective was to study the relationship between demographic variables like language (Arabic versus non-Arabic languages), nationality in both Asia and Europe, level of education (undergraduate versus postgraduate) and the gender of Persian language learners with various perceptual learning styles. The participants of this research included 131 non-Iranian male and female students who were randomly selected from the Persian Language Center in Imam Khomeini International University. Reid's (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ) was administrated and the results obtained showed that the major preferred learning styles were tactile, auditory and kinesthetic while visual group and individual styles were minor learning style preferences of the learners. Other findings indicated that the mean score obtained by the European learners was significantly lower than that of Asian learners on auditory and group learning styles. The mean score obtained in the kinesthetic learning style by non-Arabic speakers was significantly higher than that of the Arabic language speakers. Other results did not reveal any significant differences in score between two groups of men and women in their preferred learning styles.
 

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Besides personal skills, individuals require some additional skills which are crucial to help them maintain a successful life in a community. One of them is the ability to communicate and develop social relationships. The current study aimed to investigate the effect of auditory training in social functions of elementary school bilingual Persian-Kurdish students in the town of Sar-pol-zahab. To implement the research in which a descriptive and analytical method is used, first the types of listening are defined and then the challenges and obstacles in the way of them happening are discussed. In addition, auditory training methods in teaching listening skills are explained for teachers. The data includes the assessment of the auditory skills improvement of Kurdish-speaker students whose auditory skills are being trained by teachers. The data is accumulated via questioners and processed by statistical methods. The results of this research are presented in the statistical analysis section.
 

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Goal: This study aims to develop a language-based skill test revolving around four main language skills, with principals and basics of language test development in mind intended to evaluate Persian language proficiency of non-Iranian students (In terms of language level). One of the main goals of this study is to develop a Persian language skill (proficiency) test. The purpose of language proficiency test is to measure one's overall ability to utilize the desired language without having to undergo specific training courses. So the content of a language proficiency test is not based on the content or purpose of the language courses. Also in this study, measures are foreseen to evaluate the validity and reliability of the designed test in order to obtain the Credibility of the standardized test.
Research Question:
The questions raised in this study are as follows:
•What are characteristics of designed tests in terms of analysis of test making procedures?
•To what extent does the test designed conform to the standard criteria?
Research hypothesis:
This test possesses the following characteristics in terms of analysis of test making procedures:
This test incorporates the necessary efficiency
This test is reliable.
This test is valid.
This test is applicable and practical.
This test is designed according to standardized criteria.
Research method:
In this research a descriptive-analytical method is firstly used to study previous researches, and to select a theoretical framework in order to present the theoretical concepts and basics; to construct the criterion test and standardize it the “agreement-oriented scaling method” was used, and to determine the validity of the proposed test, the “field method” was used. The statistical population of this study is the learners of Persian Language Learning Centre of Imam Khomeini International University of Qazvin. The total population of this statistical population is 200 people. The sample size of this study will be 130 members of this statistical population who have been learning Persian language for at least 2 months and a maximum of 1 year. Their mean age is 38-38 years. The sampling method utilized is cluster random sampling.
Conclusion:
The current study has presented the Persian language proficiency test based on the multidimensional concept of language derived from Stern theory. Since it was found that the average difficulty coefficient of reading questions was appropriate and optimal compared to the criteria of test designing, It can be claimed that the designed test were in accordance with the test designing criteria. Difficulty coefficient of listening comprehension questions were assessed easy, which after flaw scrutinizing was found that it was influenced by the nationality of some of the testees and the duration of Persian language learning. Since 15 of the subjects were Tajik and 24 of them have been leaning Persian in Faculty of Foreign Languages of Beijing for 1 year, they possessed a high listening comprehension skill and this had an impact on the difficulty coefficient factor. Cronbach's alpha coefficient of the test was 0.7, indicating the reliability of the test. The content validity of the test was also evaluated well, based on the judgment of the Persian language teachers. After calculating Pearson's correlation coefficient, structural validity between reading and listening skills was also evaluated well. The designed test can be used for placement since it also possesses the needed efficiency, it can be used to for placement of subjects and determine the base level of language learner, thus informing the Persian language learners of their own skill and making Professors cognizant of Students' Linguistic Status. Another attribute of a good test is its applicability and practicality, which the designed the test is also easy to conduct, easy to score and easy to interpret and apply. Finally, in response to the research question, it can be concluded that the designed test possesses the test designing criteria and features, and has been designed in accordance with standard criteria.

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integrative and instrumental motivation as well as Ideal self and Ought-to self on the motivation and success of language learners, the present study has investigated these issues among the learners in Persian language. For this purpose, 20 Korean and Chinese students (10 Chinese and 10 Korean students) were selected from the Persian language teaching center of Ferdowsi University of Mashhad. Thus, the statistical sample of the study consisted of 20 Persian-Chinese students and Korean men and women (8 men and 12 women) who were in the age group of 18 to 30 years and in the academic year 2016-2017.
It is also worth mentioning that these Persian students have reached an advanced stage in this center, from the introductory course of Persian language. The Farsi students responded to a 36-item questionnaire based on the Dornyei Motivational Questionnaire (2010). Finally, the data were analyzed using SPSS software. six hypotheses were proposed and we used statistical tests to examine the hypotheses. First, the normality of the research variables was examined and the results showed that these variables have a normal distribution. Therefore, as mentioned, in the next step, we examined the research hypotheses. The results of the study showed that there is a significant difference between Ought-to selves of Korean learners and Chinese or Japanese tutors. However, there is no meaningful difference between Ought-to selves of Japanese and Chinese learners. There was a significant difference between Korean, Chinese and Japanese Ideal selves. In addition, there was no significant difference between the Chinese, Korean, and Japanese learners’ promotional instrumental motivations. While there was a significant difference between preventive instrumental motivation of Japanese learners and Chinese or Korean ones. And there was no significant difference between Chinese and Korean. The results of the research suggest that there is a significant difference between integrative motivation of the Chinese, Korean and Japanese learners. There was no meaningful relationship between integrative motivation of Chinese, Korean and Japanese students and their Ideal selves. There was a significant negative correlation between ought-to self and preventive instrumental motivating of Korean students, while there was no significant relationship between these two variables in Japanese and Chinese students.
In addition, a comparison of the meanings of all four motivational factors in these two groups of Persian-learners showed that, in general, in these two groups of Persian-learners, the Preventing Instrumental motivation was with the highest average, and the Ought-to self motivation has the lowest average. Also, the comparison between the motivational factors of Ideal self and Ought-to self indicates that in these two groups of Persian-learners, the Ideal self factor is stronger than Ought-to self. Comparison between the motivational factors of integration and instrumentation also showed that the Preventing motivational factor is stronger than the integrative factor and the integrative factor is stronger than the promotional instrumental factor.
Finally, it should be noted that the present study focuses only on Chinese and Korean Persian learners; for this reason, it is suggested that in future studies, Persian learners of other languages be examined. In addition, it is suggested that other motivational factors related to second language learning regarding non-Iranian learners of Persian, be examined separately and compared with each other. In this case, how to teach and use educational resources can be planned according to the type of related motivation.
 
 

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Persian language learners have to attain an acceptable proficiency in Persian language at Iranian universities in a short period of time. The teacher-centered teaching environment has thus been modified to become a learner-centered learning environment, so that Persian learners are able to achieve autonomy and control their own learning process. In this regard, the current study investigates Non-Iranian Persian learners’ readiness for autonomy. To collect data, 155 advanced level Persian learners participated in this research. Tamer’s questionnaire (2013) comprised of four sections including responsibilities, abilities, motivations and activities done inside and outside the classroom, was applied. The answers of Persian learners suggested a discrepancy between responsibilities section and the other three sections including: abilities, motivation, and activities performed inside and outside the classroom. They assigned most of the learning responsibilities to teachers. Thus they considered themselves able, and motivated to learn Persian autonomously. Furthermore, Persian learners viewed themselves active in performing inside and outside the classroom. This could be ascribed to Persian learners’ lack of confidence. Furthermore, statistical investigations showed an inverted and significant relationship between Persian learners’ perception of responsibilities and activities performed inside the classroom. On the other hand, a direct and significant relationship was found between Persian learners’ abilities, motivation, and activities performed inside and outside the classroom. Moreover, a direct and significant relationship was found between motivation and performance inside and outside the classroom. Another finding of the current study was the existence of direct and significant relationship between activities performed inside and outside the classroom.
 
Applicants who intend to study in Iranian universities must learn Persian language over a short time span and master the language considerably. For this reason, while learning from their teachers, they must take responsibility for their own learning. In general, in recent years second language teaching has observed a change from teacher-centered pedagogy to learner-centered pedagogy in order to encourage learners to assume responsibility for their own learning and achieve autonomy.
Before discussing how Persian language learners could achieve autonomy, one needs to know their level of readiness to become autonomous, as well as their needs and shortcomings in this matter. Thus, the present study examined non-Iranian Persian language learners' readiness to become autonomous and sought to answer these questions: 1. What understanding do Persian learners have of their own responsibilities, abilities, motivations, and out-of-class and in-class activities? 2. What is the relationship between Persian learners' abilities and their motivation, out-of-class activities, and in-class activities? 3. What is the relationship between Persian students' motivation and their out-of-class and in-class activities?
The subjects included 155 non-Iranian Persian language learners whose proficiency level was advanced. To collect data, Tamer Questionnaire (2013) was used which had four sections of responsibilities, abilities, motivation, and out-of-class and in-class activities. Responsibilities section examined Persian learners' perspectives on the responsibility of learning Persian. The purpose of the abilities section was to examine the learners' ability to learn Persian independently and without the help of a teacher. The motivation section examined Persian learners' level of motivation to learn Persian language. The activities section covered out-of-class and in-class activities that Persian learners had voluntarily done since the beginning of the school year. Participants answered the questions on a Likert scale. At the end of the questionnaire, an open response section was added so that the learners could offer their suggestions for the betterment of Persian language teaching at the universities.
Findings of the questionnaire in the responsibilities section indicated that, in the first place, Persian language learners consider language learning as the joint responsibility of themselves and their teachers. In the second place, they considered only teachers as responsible, and in the third place, they considered themselves responsible for learning. In the case of in-class activities, they considered teachers to be responsible, but in the case of out-of-class activities they considered themselves responsible. In the abilities section, Persian learners assessed their ability to learn without the help of a teacher as "good" in the first place and "average" in the second place. In the motivation section, Persian students considered themselves to have the necessary motivation to learn Persian. In the activities section, Persian students declared themselves somewhat active inside and outside the classroom. In the final section, Persian learners made suggestions for the improvement of Persian language teaching. In general, Persian students' answers indicated a kind of contradiction between the responsibilities section and the abilities, motivation, and out-of-class and in-class activities. Findings showed that Persian learners considered themselves to have the necessary abilities and motivation to learn Persian autonomously and considered themselves active in out-of-class and in-class activities, yet they placed most of the responsibility for learning on the teachers. This issue could be explained in terms of Persian students' educational dependence on teachers. This dependence may be due to the educational environment in Iran or in the countries from which Persian learners come. Further analyses showed that Persian learners do not have enough self-confidence.
In summary, authors of this study conclude that, along with teaching language, teaching autonomous learning to Persian language learners could help increase their self-confidence. The authors of this study also consider the response of Persian learners to the activities section as positive and as an expression of their desire to learn autonomously. In addition, statistical analyses confirmed this assertion and showed that there was a significant inverse relationship between students' perceptions of responsibilities and their in-class activities. On the other hand, there was a direct and significant relationship between Persian students' abilities and their motivation and out-of-class and in-class activities, as well as between their motivation and their out-of-class and in-class activities.

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Cette étude cherche à préciser les différents processus cognitifs mis en œuvre lors de la compréhension d’un texte dans une langue étrangère. Le but de cette étude est d'expliquer l’ensemble des enjeux cognitifs et des facteurs sociaux en jeu dans la compréhension de texte par un lecteur non indigène. Dans ce but, la méthode de recherche descriptive a été choisie pour révéler les similitudes et les différences de compréhension de texte en langue maternelle et en langue étrangère. Pour ce faire, toutes les similitudes et les différences de compréhension en langue maternelle et en langue étrangère ont été explorées, extraites et classifiées de manière exhaustive. Les résultats montrent que si la compréhension de texte en langue seconde a plusieurs points de convergence avec celle en langue maternelle, elle s’en distingue sur plusieurs points tous classifiables en trois grandes catégories (les différences linguistiques et de traitement; les différences individuelles et expérientielles; et les différences socioculturelles et institutionnelles) englobant, chacune, plusieurs sous catégories. Sur la base des résultats de cette étude, un modèle globale de ces différences a été conçu pour la première fois. Les résultats de cette étude débouchent sur une connaissance des spécificités et des limites de la compréhension dans le contexte de l’enseignement de la compréhension de textes en langue étrangère.

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In L2 learning, each language student learns from a specific perspective, and the individual variables such as personality characteristics could impact on students’ learning. This investigation examines the relationship between the Chinese personality types, learning styles, and strategies learning Persian as a second language. The study randomly recruited 44 students. The participants were distributed three data collection instruments including Myers–Briggs Type Indicator, Kolb’s (1984) learning style inventory, Oxford’s (1990) learning strategies questionnaire.  Results showed that there was a statistically significant difference between the learners’ personality types and their learning styles. Students with sensing and perceiving personalities - in comparison to judging and intuition personality types – were characterized with converging learning style. Learners associated with feeling and perceiving personality types preferred diverging and assimilating learning styles comparing to those with thinking and judging personality types. Whereas learners with extraverted, sensing, feeling, and perceiving personality types dominantly tended to be assimilators, the introverted students were identified with intuitive, thinking, and judging learning styles. The results also showed that the Chinese Persian second language learners commonly used cognitive and metacognitive learning strategies. It was also found that they were considerably assimilators concerning learning style. It seems that perception of Chinese Persian second language learners’ personality types, styles, and learning strategies could largely have an influence on the improvement of instruction quality and the use of sound teaching methodologies.


1. Introduction
Studying on influence of individual features in learning second languages has made a lot of progress in recent decades also a lot of theories have been put forward in this field. Since its foundation, the field of psychology has been trying to achieve two different and somewhat contradictory areas: understanding the general principles of the human mind and investigating the uniqueness of the human mind. Individual differences, as the name suggests, are characteristics or traits that may make people different from each other (Dornyei, 2005). According to Norton (1997), when language learners speak, they are not only exchanging information with their audience or audiences, but also they are continuously organizing the concept of who they are and how they relate to the social world. In other words, they are creating and exchanging their identity. Another part of the research is related to the study of learning styles and strategies of learners. In recent years, studies which are related to the influence of personality characteristics on learning styles and strategies have increased dramatically. For example, the influence of learning styles and personality traits which is based on the Myers-Briggs model has been evaluated by Myers and colleagues (1998) and Ehrman (1996). According to Brown (2000), learning styles can be considered as cognitive, emotional, and biological characteristics which are relatively stable indicators of how one perceives, interacts, and responds to the learning environment. According to Oxford (1989:235), language learning strategies are behaviors or actions that language learners use for more successful, self-reliant and enjoyable learning. The main purpose of this research is to investigate the relationship between the personality types of Chinese speakers and the styles and approaches of Persian language as a second language. In foreign countries, a lot of researches have been conducted on the relationship between learning styles and strategies and the relationship between these two components with the personality characteristics of language learners. However, the results of these studies have not been proven on the success or failure of language learners in learning a foreign language. On the other hand, in Iran, there aren’t any studies to deal with the relationship between personality traits, styles and strategies for learning Persian language. Since Chinese speakers constitute a significant part of Persian learners in Persian language teaching centers, studying their learning style can play an important role in increasing the knowledge of Persian language teachers and their teaching methods.
Research Questions
According to this raised issue, the following research questions are raised too.
1. What is the relationship between personality type and learning styles of Chinese speakers?
2. What is the relationship between personality type and learning strategies of Chinese speakers?
 3. Which learning styles do Chinese language learners use more?
4.  Which learning strategies do Chinese language learners use more?

2. Methodology
The research devices in this study are Myers-Briggs personality questionnaire (AV form), Kolb learning styles questionnaire (1984) and Oxford learning strategies questionnaire (1990). Also, this research was conducted in the field and the data collection method is quantitative.
The statistical population in this research is all Chinese who were Farsi learners, 44 Chinese-speakers from the Persian language teaching center of Imam Khomeini International University were randomly selected as the research sample.


3. Results
This research showed that in the case of convergent learning style, people with sensory and perceptive personality type use convergent style more than intuitive and judgmental people.

4. Discussion
Regarding divergent and adaptive learning styles, similarly, people with emotional and perceptive personality type use divergent and adaptive learning styles more than thinking and judgmental people. Also, regarding the absorbing learning style, people with the four dimensions of extroverted, sensory, emotional, and perceptive personality tend to use the absorbing learning style more than introverted, intuitive, thinking, and judgmental people. On the other hand, no significant relationship was found between the personality type of Chinese speakers and their learning strategies. The dominant strategy of Chinese speakers was cognitive and metacognitive strategies. Also, the dominant style of Chinese speakers in this research was absorbing style. Learners with an absorbing learning style learn more through deep thinking. These people organize information well and use abstract concepts to understand the situation. The personality type of these people is introverted and intuitive.
Paying attention to this issue makes the Persian teachers as the second language teachers sensitive to language background and culture of learners in process of class activities. In addition, teachers can help the learners to be aware of their weakness, strength and preference of learning to investigate about challenges of learning.

6. Conclusion
The results of this study can be used to inform teachers and second language learners about the importance of language learning strategies and styles. It is believed that knowing the specific strategies and styles which are used by language learners is of particular importance due to the effectiveness of such strategies and styles in improving the efficiency of language learners.
It is suggested that more researches be conducted in the future to investigate the relationship between language learning strategies, learning styles and the personality type of Persian language teachers. The relationship between language learning strategies, learning styles and the personality type of Chinese speakers among boys and girls should be investigated in order to find out the effect of gender on these variables and their relationship.
More studies should be done on the relationship between learning styles and language learning strategies on other factors such as motivation, talent, performance and duration of language learning.
 

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A three-dimensional analytical micromechanical model based on unit cell is extended and presented to extract the electro-thermo-mechanical properties of short Carbon Nano-Tube (CNT) reinforced piezo-polymeric composite. Representative volume element (RVE) of the piezonanocomposite consists of three phases including CNT, piezo-polymeric matrix and interphase region. The presented model considers the CNT as a transversely isotropic solid fiber and CNT/matrix interphase region possessing van der Waals’ interaction as an isotropic hollow cylindrical solid that its mechanical properties are derived using the equivalent continuum model. Both phases are considered linear elastic. Also, the matrix is a piezoelectric material that is mechanically isotropic and elastic, and polarized along the perpendicular direction to CNT axis. The state of CNT arrangement within the matrix is assumed to be regular and square. First, the results obtained from the model are compared with available researches. Then, the effects of CNT volume fraction and aspect ratio and interphase effective thickness on the overall properties of the nanocomposite are investigated. In this study, despite the prior works, all the piezo-electro-thermo-mechanical properties of the nanocomposite are studied. The results show that even small amount of FVF has significant effect on improving the composite properties. Furthermore modeling of interphase region includes a great effect on the most of the composite properties, thus its modeling is necessary for more actual prediction about the nanocompite response.

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In this research, a three dimensional analytical method is presented for predicting the dynamic properties of polymer nanocomposites. In the present method elastic-viscoelastic correspondence principle is applied on the simplified method of cell, and loss modulus, storage modulus, loss factor and Hysteresis loop are obtained using energy method as well as force balance method. The considered nanocomposite possesses Polypropylene as a matrix reinforced by vapor grown carbon fibers. The rrepresentative volume element consists of three isotropic phases including fiber, interphase and matrix with linear viscoelastic behavior based on Zener model. Furthermore the nanocomposite constituents dynamic properties are extracted in frequency domain by employing Fourier transform method and Schapery model First to assure the validation of the model, the results are compared with experimental results. Parametric studies such as the effects of number of subcells, fibers volume fraction (FVF) and aspect ratio, matrix/fiber link strength factor and interphase loss factor on the nanocomposite dynamic properties are investigated.. Obtained results reveal that the presented method has acceptable speed and accuracy. Moreover fiber aspect ratio and FVF increasing leads to decrease the nanocomposite hysteresis loop area, subsequently its damping capacity reduces. Interphase also contains considerable effects on the nanocomposite dynamic properties, so its modeling has a great importance.

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Teaching literature to international students can be challenging. The teaching of literature has remained traditional. Studies reveal that most of the language lecturers and teachers teach literature based on their personal experience. This study attempts to provide answer to this question “what is the most efficient model for the instruction of Persian literature to non-Iranian Persian language learners?” In this investigation, after reviewing the relevant literature, the researcher developed and piloted a questionnaire. The questionnaire was randomly distributed among 52 Persian language teachers and experts to probe their perceptions concerning the most productive model for teaching Persian literature. The data analysis showed that the participants considered the integrated approach, personal growth, cultural, and linguistic models as the first, second, third, and forth models, respectively, appropriate in the teaching of both Persian poetry and prose despite with statistically significant difference. The results further indicated that the teachers did not show significant difference concerning the application of models in teaching Persian poetry and prose. The findings of this investigation might be used to upgrade the quality of teaching Persian literature to non-Iranian Persian language learners. The results could be promising in the design and development of useful educational materials in the teaching of Persian literature.