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In order to become a fully competent speaker of a language one needs to acquire the phonology, develop a lexicon, learn how to inflect verbs and noun phrases, or learn how to build sentences. However, in order to be able to communicate smoothly and efficiently with other speakers, individuals also have to learn how to organize the information they want to convey in such a way that the message will be well understood by their interlocutors. One of the most important aspects of information structure is information status, which is, the marking of discourse referents as new or given. Most studies of information status marking have mostly concentrated on morpho-syntactic means, in particular the use of definite and indefinite noun phrases. Considerably less research has been concerned with the realization of intonational means. Research suggests that there may be a direct mapping between information status and certain types of pitch accents. The research also indicated that the pitch accent type used to mark accessible referents is like that used to accent given referents. The goal of the present study was to investigate the different pitch accent patterns used to mark different information status (new, given, accessible and identifiable) in the narrative discourse of the monolingual Persian- speaking adults. Moreover, since no research has been done on the intonational patterns of accessible and identifiable referents in Persian, pitch accent and intonational pattern of these referents were also investigated. To these aims, 10 monolingual Persian-speaking adults were encouraged to narrate stories based on 8 picture stories in which information status of referents were carefully controlled. The stories were labeled to determine whether they included target words, full NP, pronouns. The subjects’ pitch accent patterns were identified using Praat software. Findings of the study revealed that the most frequent accent types used to mark new, given and accessible referents were  L+(H*) H+(L*) and H*+L respectively. It was also found out that there was no specific accent type to mark identifiable referents in Persian. Based on the results, it could be suggested that there was a specific relationship between information status and pitch accent types in the subjects’ narrative discourse.
 

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The significant role played by women struggling during the Pahlavi era-in shaping and accelerating the movements let to the 1979 revolution- has given them a special historical status. Awareness of this prominent position has undoubtedly been effective in getting some of them to record their life experiences in the form of autobiographies. By accepting autobiography as a way to represent self-identity and self-narration - which is based on gender – the research seeks to examine-using interpretive hermeneutic approach within the conceptual framework of Paul Ricoeur's narrative identity-on one hand the place of language and time at the level of narrative and, on the other hand, how to reflect feminine identity in narrative formats redefined in the aforesaid theory, relying on the memories of Pahlavi-era women in political arena. By recognizing the instability of identity, the study has assumed it a linguistic and temporal matter constructed by the narrators that has represented in the form of narrative, and we have made use of the most relevant theory to understand how this identity constructs. In other words, based on the conceptual framework of Paul Ricoeur's narrative identity to interpret the text of political women's memoirs, we seek to answer the following questions:
1. What place do language and time occupy at the narrative level?
2. How has feminine identity been redefined in narrative formats?
The presence of 9 women in the Left discourse and 3 women in a subgroup of Islamic ideology and the reflection of gender identity and concerns in the context of organizational identity, appropriately illustrates the dominance of the campaign discourse and organizational ideology over the female gender identity of these autobiographers, that should be considered as the data and obvious hypotheses of the study.
Of course, we are seeing that leftist militants are more explicit to represent their gender identity than Muslim militants. Narrative coherence, nonlinearity of the narrative, and the existence of a "synchronous" and "simultaneous" relationship between the time of life and the time of narration are other research results that should be noted. The continuity of story chains and the detailed description, including details of the characters involved in shaping the narrator's identity, are among other things related to the analysis of the aforementioned works. Also, the language used in the narrative is influenced by the time of the narration of the work, as in the narratives in the context of the event we see the use of slogan, emotional, and idealistic vocabulary, while in the narratives made with a temporal distance from the event, there is no place for these sentiments.
 

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Introduction
Research Background
About the history of heroic wrestling, there are valuable books such as: History of ancient sports of Iran by Beyzaei - nicknamed Parto-; History and culture of Zourkhane by Ensafpour; Iran's history of wrestling by Abbasi; and Heroic ritual and Zourkhaneh custom by Aghayri, all of which provide valuable information about wrestling terms and techniques. In addition to these, several articles have been published about the wrestling, the most important of which are: "The history of wrestling in Iran" by Parviz, which discusses the oldest archaeological document about wrestling in Iran; "Wrestling and the archetype of the hero" by Khosravi et al., which, from the perspective of the theory of the collective unconscious, deals with the ritual of wrestling as the manifestation of the archetype of the hero's battle with the shadows (the battle of the protagonist with the antagonist); "Zoroastrian Sedre and Kosti and its reflection in Kormanji Wrestling and Ferdowsi's Shahnameh" by Bidaki, which refers to the influence of  wearing Sedre and Kosti in Zoroastrianism on the clothes and belts worn by wrestlers in the Kormanji Wrestling, as well as the reflection of this tradition in the Shahnameh.
So far as the ritual of wrestling and its laws are concerned, no research has been done on the scrolls, and this research is one of the first attempts.
Goals, questions, and assumptions
Although archaeological documents and ancient Persian historical and literary books provide valuable information about the wrestling in different periods of Iran's history, unfortunately, except for a few writings such as Soltani's Fotovvatnameh (by Waez Kashefi Sabzevari) (Kashefi Sabzevari, 1971, 312-306) and a book the manuscript of which belongs to the 9th century of the Hijri (Ra ten treatises on shooting and archery and warfare, 2018, 41-37), none of them, in particular, have dealt with the rituals, terms, laws, and techniques of wrestling. Accordingly, the only texts that provide valuable information in this regard, and they refer to the ritual of wrestling among wrestlers, are the narrative scrolls and late heroic poems; therefore, the purpose of this research is to provide a clear picture of wrestling and to show the rituals, terms, laws, and techniques of wrestling, what is neglected in many ancient texts.
This article tries to answer these questions: What are the differences between ancient wrestling and new wrestling? What terms have been forgotten in new wrestling? What techniques can be added to the treasure of new wrestling?
Main discussion
In the narrative scrolls and late heroic poems, we are dealing with two types of wrestling: one, a wrestling for match, and the other, for battle. In the wrestling for match, two wrestlers, in the city square or in front of the soldiers, prove their strength, fight with each other. The one who knocks the other down is the winner. In the narrative scrolls and late heroic poems, we have few examples of this type, the most important of which are: Rostam's wrestling with Afrasiab in Turan's capital square. In the narrative scrolls and late heroic poems, most of the wrestling are wrestling for battle, which sometimes changed the fate of a war and determined the winner of the battle.
In the narrative scrolls and late heroic poems, we have rules of wrestling, which are considered errors today, but in the past, their use was free. In these wrestling, wrestlers either used combat uniforms or wore special clothes called Tonoke. In these wrestling, we encounter techniques that have been forgotten today and we only see their names in some scrolls or some Persian dictionary.
Conclusion
Although the sport of wrestling in Iran is several thousand years old, apart from the books and articles that have been published in the new era, and some books and short poems that are related to several centuries ago, written documents are not available about the ritual, the techniques and terms of wrestling. The narrative scrolls and late heroic poems are among the sources that can give us valuable information about the rules and terms of wrestling. These sources have discussed five laws about wrestling clearly and comprehensively, and some rare references are mentioned in this field. In addition, In the narrative scrolls and late heroic poems, we can see valuable information about the place and time of the wrestling, the clothes of the wrestlers, the types of rare techniques, and also some terms of the old wrestlers.
References
Afashri, M., & Maroji, F. (2018). Ten treatises on shooting, archery and warfare (in Farsi). Cheshmeh.
Kashefi Sabzevari. H (1971). Fotovvat-nama Soltani (in Farsi) (edited by M. J. Mahjoub). Farhang Iran Foundation. 

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Legends and fairy tales are the first important events of socialization in children's lives; in fact, all of us have been affected by these imaginary stories. The reflection of this influence is evident in the foundations of the culture and public manners of every nation. The story of "Naranj and Toranj" is one of the old folk oral stories in Persian literature, which has been narrated in different ways in different regions. Examining and analyzing different narratives of the story of Naranj and Toranj from the perspective of language and gender is an issue that will be addressed in the present research, using the method of content analysis. The story describes the life of a childless king who makes a vow and has a son. The story describes the events that the prince leaves behind in order to reach Naranj and Toranj's daughter. This research examines and analyzes the vocabulary of different narrations of Narenj and Toranj story from the linguistic context in the selection of words and in the next step of semantic engineering from a gender perspective. This study was formed with the aim of knowing the extent of the use of semantic engineering to convey meaning in context. Therefore, the results indicated that the co-occurrence patterns, frequency and distribution of cases and even syntactic structures have a great influence on the words to the extent that the meaning of a word in the text cannot be recovered in the dictionary definitions.

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This study aims to examine the elements of stylistics in three stories. They include three poetical narratives by ʿAṭṭār in mystical genre pivoting around the character of Ḥallāj.
The main research question of are: a) According to which stylistic mechanisms of narrative are the narrative-stylistic elements explained? And b) How are these elements reflected in the narrative discourse?
This study hypothesis check the components of Simpson's narrative discourse to determine the stylistic features.
 Therefore, analysis of the texture of these narratives showed that in total, material processes with 16 applications had more performance than verbal process with 3 cases, mental process with 13 cases and behavioral process with 1 case.
 The research uses library method for collecting data and is analytical in nature, employing the methodology proposed by Simpson in his Stylistics approach.
The results indicate the extent of characters’ collaboration by analysing the processes. In terms of point of view on the temporal plane, there is no specific time since all three narratives revolve around Ḥallāj. The descriptive pause is another example of this point of view and narrative time in the stories is longer than story-time. In the second story, however, the narrative is denser and more concise.
An example of a point of view on the temporal plane can be seen in the three discourses of narration using "the use of past verbs", "descriptive pause" and "narrative time" in two narratives, and the narrative of “ tashte khakestar va amadane ashegh" is rejected.
 Naturally, from the spatial point of view, referring to space is not pertinent because it the prestige of Ḥallāj which is the focus of the author.
All three narrative discourses confirm Hallaj's high position on psychological plane . The point of view is the third person in all three stories. In the first and third stories, the third person perspective is reflective, and in the second story, the third person perspective is prominent.
 Modality has some features in narratives of Ḥallāj: since the narrator narrates Ḥallāj’s emotions and the Lover’s character by direct speech, it has a positive shading. This may be explained using Fowler-Uspensky model.
 In terms of idiolect, the words uttered as the Lover’s reaction to see the Beloved’s (i.e. Ḥallāj’s) ash and finding a trace of the latter are in line with the mystical context of the story. All three stories of Ḥallāj can be discussed in view of Labov’s ‘textual structure’.
Therefore, in future research, it is possible to examine the textual structure of the elements of this model in the narrative context by examining the structure of the text in other anecdotes of mystical poetry and consider the anecdotes related to elders. The results of this study showed that in almost these three stories, the result , the solution and the terminal phase are the same, and the reason is Attar's advice, which replaces any kind of analysis.
With regard to intertextuality, two stories ‘Ḥallāj in the gallows’ (Ḥallāj bar sar-i dār) and ‘Ḥallāj decapitated in sleep’ (Ḥallāj bā sar-i burida) are referred to in other texts.
The results of this study clearly show that the study of narrative stylistics and the application of its components have mechanisms that are suitable for analyzing different levels of narrative discourse context. In addition, this study provided an understanding of the style of Hallaj's narratives that had not been previously explored.
 
 

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The Covid-19 pandemic has been with us, for almost a year now. It has affected our lives in multiple ways and challenged our achievements as well. Daily life has changed in aspects we never would have imagined. We had to change our habits and behaviors quickly in order to assure the health of our family, our neighbors and the rest of the world. While facing this “unprecedented” situation, there are terms that appear to describe the health crisis and its consequences. This planetary pandemic has also changed human behavior.
In this article, we will see how the word Covid-19, a real agent of change in our existence, initiated changes in language and our behavior. Indeed, within the generative process of meaning as envisioned by semiotics, Covid-19 is an actant that crosses the different stages of process, from denomination to discourse. The discursive effervescence of Covid-19 is narrative. It appears as the prototype of the anti-subject. Perfect and absolute embodiment of evil. A single narrative program motivates it: propagation. We also see also that Covid-19 is no longer just the anti-subject of this story. It truly becomes the Anti-Sender, leading in the shadows an army of villains, capable of reinventing themselves at one’s leisure. This is a spectacular example of actantial cumulation.

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Biographical reports are a form of mystical narrativization that interpellates subjects with the aim of legitimization or delegitimization and organizes a fact or some facts in their favor or against them. A better understanding of these constructed facts requires explanation of the methods through which the plot of these reports are made from a discursive point of view. This study classifies and analyzes the discursive construction of plot in Hallaj narratives as a prototype of the two levels of legitimization and delegitimization in the biographical reports/accounts of fifthteen mystical books. To describe the process of signification and interpretation, some references are made to the concepts of Max Weber and Theo-Won Lyon for the legitimization process; some concepts by Foucault and Mary Douglas are also cited for delegitimization process. The result suggests that a group with a romantic-qalandari attitude have tried to legitimize Hallaj with the attribution of a form of authority, along with a positive moral assessment and mythologization to his narratives. Another group with an ascetic-religious attitude citing examples of religious-sharia and cultural-conventional disorder attributed to Hallaj, or his representation with an aim of removal or secrecy, have served the discourse of his exclusion and delegitimization. A third group have taken a middle standpoint. Although they have often defended Hallaj, in some cases they have raised some negative aspects of his life without any defense. Looking at these standpoints, it can be assumed that the type of stances are based on the epistemic-ideological world of the biographers...

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 Hassan Zolfaghari, PH.D.
Abstract
 
Common tales can be grouped based on their themes, contents, frameworks, and sources. This article studies common Farsi tales, based on their plots, while classifying the famous common tales in six main groups, which are tales with linear, circular, tree-like, chain, and combined plots. This classification helps us to maintain narrative diversity in the plots of these tales. This research takes place based on the study of the narrative structure of forty Farsi prose common tales.
Based on the outcomes of this article, the majority of short and semi-long common tales maintain linear plots. The romantic tales maintain a circular structure. The tree-like plot belongs to originally Indian tales. Long stories maintain a chain plot, while versified children’s stories have a step-by-step structure.
 

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Discourse markers determine how the addressee’s perceptions are different from or similar to each other. Considering the importance of discourse markers in increasing children’s verbal and linguistic skills and increasing the coherence level of their discourse (Gerhardt, 1990), the purpose of this study is to use the Hansen model (1998) to study the production process of Discourse Markers in the narrative discourse of 7 and 10 –year-old Persian-speaking children and adults. The present research is descriptive and analytic. 37 of the children were 7 years old and 40 were 10 years old. Children were selected purposefully from elementary schools of Tehran. Also, 18 adults were selected in order to compare children’s performance with theirs. The retelling experiment was performed according to the method of Choi (2007) and Kyratizis and Ervin Tripp (1999). The results showed that the subjects were able to use different types of discourse markers in their narrative discourse. The total use of discourse markers in children was more than that of the adults. It seems that sometimes coherence compensates cohesion and sometimes logical and semantic relationships based on prior knowledge play a role instead of discourse markers.
1. Introduction
Discourse Markers are a non-propositional linguistic element whose primary role is to connect different parts of the discourse and their scope is quite diverse and variable. Considering the importance of discourse Markers in increasing children's language and verbal skills and, consequently, raising their level of reasoning about world phenomena, the present research aimed to use Hanson’s model (1998) to study the process of producing discourse markers in the narrative discourse among 7 and 10-year-old Persian speaking boys and girls, and finally to compare their performance with an adult male and female performance.
 
.Research Hypotheses
1. Seven, ten-year-old, and adult Persian-speakers use various types of discourse marekers that cause coherence in the narrative context retold by them.
2. with the development of language skills, the use of discourse markers in seven, ten-year-old and adult Persian-speakers will increase in the narrative context.
3. There is a significant difference in the use of discourse markers by the seven, ten-year-old, and adult Persian-speakers.
 
2. Literature Review
Choi (2007) in an article examined the use of discourse markers in children aged four to twelve and adults. The results of his research showed that four-year-olds can use some discourse markers such as so and and. The use of and as a discourse marker is decreased in adults compared to children, but the use of so as a discourse marker increased in adults stories compared to children. Overall, the number of discourse markers decreases in adult stories. Spooren and Sanders (2008) studied the order of coherence relations between the discourse components of Dutch children (6-7 years old and 11 years old). Their results showed that additive relationships are learned before causal relationships. Mehrabi Sari (2013) examined three age groups (4-5, 5-6, 6-7). Her results revealed that the frequency of some discourse markers increased with age development and the frequency of others was constant, but in general, there was no growth trend in the use of discourse markers by children aged four to seven years.
 
3. Methodology
The present study was conducted in the winter of 2016 on 20 ten-year-old girls and boys (fourth grade of elementary school) and 16 girls and 20 boys in the age group of seven years (first grade of elementary schools). All children were monolingual Persian-speakers. Also, to compare the growth trend of children in using the discourse markers, 18 adults (male and female) with an average age of 28.32 participated in this study. In total, 94 samples of stories were obtained from the subjects of this study.
In this quantitative and descriptive research, the retelling story test based on Choi (2007) and Kirtzis and Erwin Trip (1999) was used to get an idea of ​​how children use discourse markers in the narrative context. To evaluate the "reliability" of the data coding, the data of this study were coded by two coders. We used McHagg (2012) interrater reliability to examine the percentage of agreement between the two coders. The percent agreement in data coding was 91.93%. In cases of disagreement, the two coders agreed through discussion.
 
4. Results
The results of this study indicate that the subjects in all three age groups had the highest use of discourse markers indicating sequence of events (baʔd, baʔdan, baʔdeʃ). Ten-year-olds and seven-year-old children by using 275 and 230 discourse markers respectively use the sequence DMs more than adults. The use of sequence DMs was significantly reduced in adults compared to children (19 discourses). In total, ten-year-olds with a total of 400 discourse markers had the highest use of them. Seven-year-olds with 290 DMs, and adults with 51 DMs used them less than ten-year olds. Also, to investigate the differences in the performance of the three age groups in using discourse markers Fisher exact test was used. The results of this test indicate that there is a significant difference between the three age groups only in the use of the two discourse markers va ‘and’ and xob ‘well’ (‘and’: P <0.003 and ‘well’: P <0.012) and in the case of other discourse markers, there was no significant difference between the subjects' performance (p> 0.05).
 
5. Discussion
According to the prediction of the 1^st Hypothesis of this research, Seven, ten-year-old, and adult Persian-speakers use various types of discourse markers that cause coherence in the narrative context told by them. The data showed that seven-year-olds used eleven (baʔd > baʔdan> baʔdeʃ >ʔammɑ, vali> pas> ʧon, ʔɑxe> va> masalan>xob), ten-year-olds used thirteen (baʔd > baʔdeʃ > baʔdan > va> masalan, jaʔni> ʔammɑ, vali> xob> pas> hɑlɑ> ʧon, ʔɑxe) and adults also used eleven (baʔd, baʔdeʃ, baʔdan, va> vali> xob> ʧon, ʔɑxe >masalan, jaʔni>pas) types of discourse markers. Therefore, the 1^st Hypothesis  of this research is confirmed.
The second hypothesis is confirmed for the two age groups of the children, but is not confirmed for the comparison of children group with the adult group.
Based on the last hypothesis of this study, there is a significant difference in the use of discourse markers by three age groups, but data analysis revealed that although there is a difference between the number of used discourse markers between the three age groups, but this difference only in using the two discourse markers, /xob/ 'well' and /va/ 'and' was significant, and in using other discourse markers, was not significant. Therefore, the last hypothesis is confirmed only for the two mentioned discourse markers and is not confirmed for the other discourse markers.
 
6. Conclusion
By comparing the performance of children with adults in using discourse markers, it was observed that the total discourse markers of adults were significantly reduced in narrative context, and children in both age groups were more likely to use discourse markers. These results are consistent with Choi’s (2007) studies. Adult language fluency and the number of words in their lexicon, memory power, use of other metalingual tools such as rhythm, body language, and intonation seem to reduce discourse markers in an adult narrative context. So far no research has specifically addressed the reason for this, perhaps sometimes coherence compensating for cohesion, and at other times prior knowledge-based semantic-logical relations play roles instead of discourse markers.

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Iran is a multicultural and multilingual country. Bilingualism has always been a matter of interest to the scholars in different fields like linguistics, psychology, and sociolinguistics. Studying the linguistic and cognitive features and the development of the two languages in bilingual children are of great importance in many regards like education, language development, and language planning. This study aims at analyzing Farsi and Mazandarani narratives of bilingual Mazandarani-Farsi children aged 4-6 in order to study the language development in these children according to age and to compare their development in each of these two languages. The narratives are analyzed at the micro and macro structure levels in four age groups: (A: 4-4.5; B: 4.5-5; C: 5-5.5; D: 5.5-6). The results show that the narratives get more complicated as the children grow and "age" has a significant effect on these categories at macro and microstructure levels: action, consequence, coordinating conjunction, and mental and verbal processes. Comparison of MLU and the total number of words in Farsi and Mazandarani narratives indicates that there is no significant difference between narratives according to age and the language.
1. Introduction
This research aims at analyzing narratives of Mazandarani-Farsi bilingual children in both languages (Mazandarani and Farsi) to study the effect of age, and language on children's performances regarding the complexity of narrative structure at macro and micro levels. Narrative analysis has been the center of attention in various linguistic studies on different target groups from different points of view, i.e. psycholinguistics, clinical linguistics, sociolinguistics, and functional linguistics, etc. on the other hand bilingualism has always attracted linguists interested in different subjects like the effect of bilingualism on education, or cognitive skills, etc. In this study, these two fields meet each other to help us find the answers to these research questions: what are the differences between Mazandarani, and Farsi narrative structures of Mazandarani-Farsi bilingual children at macro and micro levels? What is the effect of age on the complexity of bilingual children’s narratives in both languages?
 
2. Literature Review
Reviewing the literature of linguistic studies on bilingualism reveals that most of the researches aimed at studying the effects of bilingualism on education at the school level, some of such studies are as follows: Khanhasani (2011), Farazmand (2011), Asare and Bafti (2012), Keyvanlou and Meghdari (2012), Shiralipour, et al (2013), etc; but very few studies in Iran have focused on narratives of bilingual children: Eftekhari et al (2005) studied the effect of  Semnani language on the MLU of 6 year old bilingual children in comparison to monolingual children, and concluded that Semnani doesn’t have any negative effect on MLU. Elyasi, Sharifi & Karimipour (2013) studied the narratives of 4 Kurdi-Farsi bilingual children using a picture story for data collection (Frog Where Are You?) according to Berman and Slobin (1994) functional framework. They concluded that there are some differences in children’s performances in two languages regarding active and passive, and marked sentences. Rostambeik, Amiri, Enayati & Ramezani (2017) studied the complexity and length of narratives of students with and without learning disabilities and concluded that analyzing narratives is a useful method for studying and comparing language skills. Kamari (2016) studied cohesion in narratives of monolingual children aged 3-9 and concluded that after the age of 7 narratives are more complex. Studying the narrative structure of bilinguals has been the focus of many researches out of Iran. Some of the most related ones to this study are as follows: Berman and Slobin (1994); Gutiérrez-Clellen (2002), Minami (2005), Uccelli & Paez (2007), Chernobilsky (2009), Gagarina et al (2015), Bohnacker (2016).
 
3. Methodology
Using a descriptive-analytic method, this research analyzes the narratives of 16 Mazandarani-Farsi bilingual children, aged 4-6. Informants were selected from among the bilingual children in kindergartens of Juybar, a city in Mazandaran Province. Kindergartens were selected through random sampling, and children were chosen through targeted sampling considering age and being bilingual. Informants were classified into four age groups (A: 4-4.5; B: 4.5-5; C: 5-5.5; D: 5.5-6). Therefore, data included 32 narratives, 16 in Persian and 16 in Mazandarani. In addition to narrative structure, length of the narratives and MLU were analyzed and compared in narratives in both languages. SPSS version 25 is used to perform statistical analysis. For narration, a picture story named “Frog where are you?” (Mayer, 1969) was used. Each bilingual child once listened to the story in Mazandarani told by a native speaker of Mazandarani while looking at the picture book, and retold it in Mazandarani, and once in Farsi and retold it in Farsi. The narratives were analyzed regarding macro and micro narrative structures, based on Petersen, Gillam & Gillam (2008) framework.
 
4. Results
Mazandarani and Farsi narratives produced by children in four different age groups were analyzed at two levels: micro structure and macro structure. In this research macrostructure includes character, setting, internal response, plan, action, and consequence, and microstructure includes coordinating conjunctions, subordinating conjunctions, verbal and mental processes, adverbs, and extended noun phrases. Considering the categories at each level, it is possible to say that the macrostructure level describes cognitive skills while microstructure level focuses more on linguistic features of the narratives. The results show that in all age groups the points the children got in macro structure analysis are higher in Farsi narratives. The points increase as the age increases, so from group A to group D, we witness a raise in the points the children got.  Also, at micro structure level children got more points in Farsi narratives. At this level also, older children got more points in Farsi narratives, but it is not the same for narratives in Mazandarani. The number of words of narratives in both languages increase as the age increases. Comparison of the MLU in narratives show that in both languages MLU is the highest in fourth group.
 
5. Discussion
According to the results, Mazandarani-Farsi bilingual children produced more complex narratives in Farsi comparing to Mazandarani. In Farsi narratives, in all groups, children got fewer points in internal response and plan categories, i.e. none of the children in groups A, C, and D referred to the feelings or emotions of the characters of the story. Also, none of the children in groups A and B referred to the plan. At the microstructure level, children didn't use subordinating conjunctions properly. The statistical analysis shows that age has a significant effect on children's narratives in Farsi. Analyzing the micro and macrostructure in Mazandarani narratives shows that none of the children referred to the internal response of the characters, and they also got fewer points in the category of plan, and they also didn't use subordinating conjunctions and adverbs properly. The statistical comparison between the narratives in Farsi and Mazandarani regarding macro and microstructure shows that at macro level the difference in the categories of action and consequence is meaningful and at the microstructure level the difference in the use of mental and verbal verbs and coordinating conjunctions are significant. In general, the difference in the total points that the children got in narrative structure analysis in Farsi and Mazandarani is statistically significant.
 
6. Conclusion
The results show that the narratives get more complex as the children grow and “age” has a significant effect on these categories at macro and microstructure levels: action, consequence, coordinating conjunction, and mental and verbal processes. In fact, children were not that successful in more complex cognitive skills like referring to characters’ feeling or plans. They also didn’t use conjunctions properly to make complex sentences. The comparison of MLU and the total number of words in Farsi and Mazandarani narratives indicates that the effect of age and language on these categories are not statistically significant. Bilingual children performed better at the macrostructure level in both languages. The comparison of the number of words and MLU in Farsi and Mazandarani shows no significant difference. On the other hand, although the length of the narratives increases as the age increases the effect of age on narrative length is not statistically significant. Based on the results, narrative analysis can reveal interesting linguistic and cognitive skills of bilingual children. In the case of Mazandarani –Farsi bilinguals, it seems that children generally perform better in Farsi than Mazandarani which is probably the result of Farsi dominance in that area.

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The theory of possible worlds presents a model for narrative semantics. This essay focuses on the use of possible worlds’ theory in narrative semantics with interdisciplinary approach. Conception of narration based on possible worlds’ perspective is the main purpose of this paper. Based on this perspective, plot is not only textual actual worlds which some events occur in it, but also include possible worlds which without regarding them, narrative semantics will remain incomplete. Such perspective is derived of semantics of modal logic; therefore, for explanation of this perspective attention to modal logic is necessary. Contemporary
semantic theories have three main branches: philosophical, formal and linguistic semantics. Linguistic semantics uses formal semantics as a semantic logic in order to make clear how the study of meaning is. In this essay it will be illustrated that logical semantics can be applied in narrative semantics. Consequently, if the readers include private worlds of characters or fictional minds’ worlds and various possible worlds in their reading, they will get more complete and more profound conception in reading narrative text, because a fiction is considered as a complete modal system and the mental representations of characters is equal with the PWs of a modal system. Some of accomplishments got, through foreshadowing to meaning of narrative text on the basis of this model, are the redefinition of plot and conflict notion. In order to apply this model in a narrative text, the binary Wandering Island and Wandering Cameleer novels by Simin Daneshvar has been chosen.

1. Introduction
The theory of possible worlds presents a model for narrative semantics. This essay focuses on the use of possible worlds’ theory in narrative semantics with interdisciplinary approach. Concept of narration based on possible worlds’ perspective is the main purpose of this paper. Based on this perspective, plot is not only textual actual worlds which some events occur in it, but also include possible worlds which without considering them, narrative semantics will remain incomplete. Such perspective is derived from semantics of modal logic; therefore, for explanation of this perspective attention to modal logic is necessary. Contemporary semantic theories have three main branches: philosophical, formal and linguistic semantics. Linguistic semantics uses formal semantics as a semantic logic in order to make clear how the study of meaning is. In this essay it will be illustrated that formal semantics can be applied in narrative semantics. By making interdisciplinary connections between semantic method in formal logic and its use in narrative semantics, a helpful correspondence was made between this method and how to explain meaning in narration. Before that narratologists use formal semantics in studying narrative semantics, linguistics had the benefit of this method to study meaning in language. Linguistics in linguistic semantics branch used the conception of possible world in semantics of modal logic and formal semantics to understand and explain the meaning. In this essay, it has been represented how narratologists have used this method to clear the ways for construction of the meaning of narration. The main question of this research is to determine what is the process of construction of the meaning in narration in the light of possible worlds’ prospective? And based on this, how the classical definitions of some narrative elements are redefined? And why? The importance of this subject lies in the significant place of concept of possible worlds in literary theory and illuminate the meaning of narrative from a new aspect. This concept is used in four area of literary theory: 1) theory and semantic of fictionality 2) theory of typology of fictional worlds 3) narrative semantics and 4) postmodernism poetics. Contemplation and research in every of these aspects needs a distinct research but now this essay is about the use of concept of possible worlds in narrative semantic domain because of its special use in understanding the meaning of narrative. This essay clears out that the concept of narrative on the basis of possible worlds’ perspective has effect on understanding the meaning of narrative more completely and thoroughly. Among narratologists, one of the preeminent figure who worked in this area and tried for conception of the fiction in form of a complete modal system was Mari Lure Ryan. Therefore, this essay focuses on Ryan’s collection of works from the methodological point of view. If we look at the meaning of narrative in terms of concept of possible worlds, in order to understand the logic of acts of fiction correctly, in narrative semantics we must consider potential events in characters’ mind that they think about alongside factual events which happen in story world. From this point of view, characters’ mental representations are understood as possible worlds of a modal system. Accordingly, textual actual world is the center of our “system of reality” and non-actual possible worlds also exist in this modal system of realism. Analysis of concept of a narrative is done in terms of its fundamental components and private worlds of characters is one the most important components of the meaning of a narrative. Therefore, how to understand the meaning of a fiction is directly related to whether include the fictional possible worlds or not. This attitude provides a special understanding of the dynamics of narrative acts. By considering fictional possible worlds (which include: wish world, obligations world, goals and plans world and fantasies world) in meaning of plot of narrative. In this new attitude, the plot of a fiction is the movement of different and various worlds in textual universe and in fact, it’s the complex and intricate connections among these textual actual and non-actual worlds that keep the engine of narrative machine on and add to its dynamism. In the same way, conflict as another important narrative factor, also is no longer traditionally defined as the problem or contrast between good or evil forces. For practical explanation of issues, two novels by Simin Daneshvar have been chosen: Wandering Island and Wandering Cameleer. Actually in these two fictional worlds only occurs one plotline (ATW) but many other plots (possible worlds or other  alternative situations) parallel to actual fictional world are moving in story world which in no way without them the meaning of fiction can be understood. There are possible or suppressed plots in these two stories that a shadow of their tracks is shown in narrative but they remain unfinished and incomplete. Understanding the more complete meaning of these plot stories depends on considering this suppressed plotline. Possible worlds that “Hasti” could make them real but it did not happen. Conflict is also evident in possible worlds of characters in Wandering Island and Wandering Cameleer. In plot of this story the character who has least success in resolving his conflicts by aligning all his private possible worlds with textual actual world is "Salim". Consequently, if the readers include private worlds of characters or fictional minds’ worlds and various possible worlds, they will get more complete and more profound conception in reading narrative text, because a fiction is considered as a complete modal system and the mental representations of characters are equal with the PWs of a modal system. Some of accomplishments got, through foreshadowing to meaning of narrative text on the basis of this model, are the redefinition of plot and conflict notion. Understanding the story from the perspective of possible worlds’ theory sheds new light on the conception of the meaning of narrative, story conflict, personality psychology, fictionallity of events, genre studies and so on.

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The focus of this research is on lingual instruments which can be used for tracing a single identity through the text. 80 girls and women attended in this study and narrated the Pear Story. Pear Story is a universal nonverbal film which is designed by Chafe in 1980. The data were stored and were analyzed by statistical tests. For qualitative analysis the concept of Roach’s basic level was used. Both groups were equal in using the hyponym words but they were different in using the opposite side. They also were different in tracing the identity of words. It means that they have referent to a word after its first mentioning, although equal referring to a word in all text had high frequency in both groups. It seems that children became similar in their vocabulary to adults; but based these results we have to consider the differences in every content.
1. Introduction
The emergence of the narrative almost coincides with the first memories that adults remember from their childhood. It can be said that narrative is a representation of an event or a set of events (Abbott, 2002, p. 13). Narration is the main subject of this study and to do that, 40 9-year-old children and 40 females 22- to 18-year-old adults have orally told a non-verbal film, the "Pear" story. Made by Chief (1980), the film is used as a universal tool for extracting information from translating non-linguistic experience into linguistic storytelling. The purpose of this film is to extract and study linguistic examples from all over the world. Data from some languages, including English, German, Greek, Japanese, Chinese, and Mayan Indians, have been reviewed, analyzed, and compared, but there is no room for a detailed study of Persian data. In this research, the method of word selection and the quality of preserving the identity of those words throughout what is mentioned in the oralization of this narration are investigated.
Oralization of characters and objects in discourse is a limited but important area. When the speaker encounters an object whose understanding needs to be explained, the object must first be introduced in discourse as an objective phenomenon, and then it must be traced through the inference of the narrative. The main question that arises in this research is how objects are introduced and followed in discourse? Also, we seek to know what are the characteristics of the word choice of female children and adults in the expression of the narrative? The zero hypotheses that can be considered in response are as follows:

• Vocabulary selection is the same at the whole and part level for the two age groups.
• The choice of vocabulary, including super-ordinate, hyponym, co- hyponym, pronoun and metaphor, is equal in both age groups.
• The traces of the words’ identity in the first reference in the narration and in the subsequent references are equal in the two age groups.

2. Methodology
In this research, the participants' choice of words to refer to specific phenomena has been investigated. While words have meaning and significance, they participate only in a part of the general conceptualization and the complete understanding of the sentence depends on the Encyclopedic knowledge (Langacker, 1987). Rosch et al. (1976) state "Among all levels of abstraction in which anything can be classified, there is a level of abstraction where the most information is obtained with the least cognitive effort, which we call the ‘main’ level." In this research, this concept and the semantic relationship of hyponymy are used to evaluate word selection.
Eighty participants in two equal groups of girls and women participated in this study. The age of the child participants was 9 years and the age of the adult participants was 18 to 22 years. First, a 6-minute non-verbal film "Pear Film" was shown to participants. Before showing the film, participants were told that they were going to see a film and then tell the researcher what they had seen. Finally, the recorded data were transcribed in the same way as dialogs.
Just as it is possible to break the "picking" process into several sub-events, it is also possible to refer to the participants in each process as a whole or as part of the whole. For example, when it was said "gardener", the word was placed in the whole (human) category, but the phrase "hand" was placed in the part category. Finally, in the discussion of word choice, the concept of identity trace is introduced, that is, the word used at the beginning of a narrative to refer to a particular case, is it repeated in the same way until the end or are they replaced by other words that convey the same meaning? To investigate this case, it was enough to examine the identity of the word pear in 80 narrations.
Example: Main word: pear
Superordinate: fruit, crop, pear / fruit tree
Hyponymy: unripe pear
Co- hyponymy: quince, apple
Pronoun: that, one of
Metaphor: stolen meal, illegal property (In reference to the pear)
 
3. Results
The results of this study can be summarized as follows:

•  Although there are only 7 actors in front of the multitude of objects and situations in the story, the reference to human beings has the most attention and focus;
•  There is no relationship between the words used and the age group (child and adult) at the whole level.
•  In contrast, there is a significant relationship between the words used and the age group (child and adult) at the part level and the choice of words depended on the age group
•  In narration when there is more than one lexical choice, speakers prefer to refer to phenomena using words with a moderate degree of abstraction. It was seen that the choice of vocabulary level depends on the age group
•  The data showed that there was no relationship between the onset of the term and the age variable (child and adult).
•  According to the data, there is a significant relationship between the identity of the words used and the age variable (child and adult).

In fact, the two groups have focused differently on expressing a single concept. From the obtained results, it can be concluded that in general, lexical knowledge is not the same in the two identified age groups. This difference should logically be taken into account in the design of textbooks, storybooks, games, and anything in the realm of words related to children of this age

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Asking about the place of religion in a democratic society refers straightforwardly to the kind of pluralism we adopt. Given that intra-societal tensions mark out a democratic pluralistic society, then it seems that there is no doubt that there should be a place for religion and religious people in it. What is crucial for a democratic society is taking a suitable view on pluralism. There could be, at least, two versions of pluralism: Incommensurable or radical and commensurable or moderate. It is argued that the incommensurable account of pluralism confronts with serious problems both theoretically (like the impossibility of outer critique) and practically (like replacing persuasion with force). Rorty advocates a commensurable pluralism based on pragmatic conventions or “know-how” skills without any meta-narrative or translation manual among the doctrines of rival views. However, along with Davidson, it is stated that some kind of translation among the rival views is inevitable. In addition, it is argued that commensurable pluralism could not be limited to merely know-how skills and it needs some know-that insights. This view of pluralism not only opens the door of dialogue, but also provides a basis for removing superficial differences or conflicts between the rivals. Real differences, however, could remain and should be tolerated.

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Studying the mutual relationship between literature and cinema and the emergence of the characteristics of each of these two arts in the other has been the focus of interest of many researchers in these two categories. Examining the cinematic potential of literary works has been the focus of scholars for nearly a decade. Authors of literary works, by knowing cinematic elements and using them in their works, make their works dynamic, and filmmakers, by adapting these successful literary works, find enduring themes and present them to their audiences. Most film adaptations are based on novels. Youssef Zidane is one of the authors whose visual abilities are evident in his novels dedicated to cinema. In this research, an attempt was made to analyze the text of the story of the sheikh in prison using the descriptive analytical approach and the comprehensive approach. Our goal in this research is to analyze the structure and content of the aforementioned novel and show aspects of its quotation from different angles. The results of the aforementioned research indicate that this novel has great potential for cinematic adaptation and screenwriting due to its cinematic structure, its accuracy in describing details, its directing and dramatic dialogues, and its ability to be serialized.
 

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Asli and Karam are among the Turkish oral love stories that have been popular among the people of Iran, Caucasus, Central Asia and Asia Minor. The action of discourse, space creation, characterization, which are interconnected with the plot of this oral story shows its coherent narrative structure. Today, narratology is one of the most influential and successful fields under structuralism. In this research, we have analyzed the narrative chains, action pattern and semantic square in the main story of Asli and Karam throug qualitative and quantitative analysis using library and documentary methods and based on Grimas's theory of narratology. Our findings show that this story has a consistent plot, and six components of Grimas' narratological action model have a meaningful match with the narrative components in it.

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This study investigated the quantitative and qualitative impacts of shifting the narrative point of view on the representation of critical thinking (CT) in Iranian EAP learners’ written narratives. Sixty (30 women and 30 men) students of psychology who were selected based on convenience sampling were randomly divided into two equal experimental groups of the first-person group (FPG) and third-person summary group (TPSG). The researchers initially administered Watson-Glaser critical thinking appraisal-form A questionnaire (Watson & Glaser, 1980). The independent samples t-test showed no statistically significant difference between the CT of the groups. Then the participants were given the short story of Butterflies (Grace, 1987). The TPSG participants inscribed their reflections on the story in narratives from the third-person perspective, whereas the FPG participants shifted the point of view and wrote first-person stories. The content analysis of the first- and third-person data based on Hatton and Smith’s (1995) taxonomy of writing types illustrated a statistically significant difference between the length and the number of descriptive writing and dialogical reflection clauses in first-person stories versus the number of the same clauses in third-person narratives. However, there was no statistically significant difference between the groups’ mean ranks of descriptive reflection and critical reflection clauses. The dialogicality principle of both first- and third-person storylines was shown to be more descriptive, less descriptive reflective, less and less dialogic reflective, and still less critical reflective. The qualitative analysis confirmed that the writings demonstrated a heteroglossia of different writing types.

1. Introduction
ESP aims to help learners use the L2 as a tool to communicate effectively in their professional workplaces or fields of study (Basturkmen, 2010). EAP is a text-based approach that identifies different types of discourses related to education in the university and encourages EAP learners to analyze the intended discourses and their contexts (Hyland, 2018). However, as a combination of critical pedagogy and EAP, critical EAP has expanded the scope of EAP and taken into account the socio-historical context of teaching and learning. This view does not mean that the field of critical EAP ignores the prerequisites of genre-based practice types and classroom interactions. However, it examines them from the complex and intertwined social identities of EAP teachers’ and EAP learners’ viewpoints (Benesch, 2009, 2012).
Despite the current emphasis on the role of critical thinking (CT) in EAP, teaching and practicing critical writing in EAP classes have been rarely considered (Williams, 2019). According to Bakhtin (1981, 1986), since every word, phrase, term, or narrative is polyphonic, its meaning is revealed in its intertextuality and context of use. The text-oriented tendencies to CT rely on overt representations of reflection in written passages and define it in terms of interpretation, analysis, evaluation, and composition of words in the text (Tang, 2009).
The research literature on CT in the writing of EAP students has shown the effectiveness of using the activity of inscribing narratives of personal experience and autobiography in the early stages of EAP courses (Ong, 2017). Thus, this study explored the quantitative and qualitative impacts of shifting the narrative point of view on the reflectivity of first- and third-person stories written by Iranian EAP learners. Sixty EAP learners of psychology who participated in this research were equally divided into the third-person summary group (TPSG) and the first-person group (FPG). The CT ability of the TPSG and FPG participants was pre-tested using the Watson-Glaser critical thinking appraisal-form A (Watson & Glaser, 1980) through the independent samples t-test procedure. Then they were given the short story of Butterflies (Grace, 1987). The TPSG participants wrote their reflections on the story in narratives from the third-person perspective, whereas the FPG participants shifted the point of view and inscribed first-person stories. The content of the first- and third-person narratives were analyzed based on Hutton and Smith’s (1995) classification of reflective writing types. The analysis and comparison of the number of reflective clause types found in the narratives written by the FPG and TPSG were performed via the Mann-Whitney U test procedure. Excerpts from the stories of both groups were analyzed qualitatively to discover the heteroglossia of various reflective writing types in both the first- and third-person narratives.
Research Questions:
1. Is there a significant difference between the length and number of descriptive writing, descriptive reflection, dialogic reflection, and critical reflection of first- and third-person narratives written by Iranian EAP learners according to Hutton and Smith’s classification of writing type?
2. What is the dialogicality principle of the first- and third-person narratives written by Iranian EAP learners?
3. How is heteroglossia represented in the first- and third-person narratives written in English by Iranian EAP learners?

2. Literature Review
The growth and development of English as the primary language of academic knowledge dissemination has affected the educational experiences of many university students because they have to master English language contracts in the academic discourse to understand not only their fields of study but also their learning process (Hyland & Hamp-Lyons, 2002). Given that EAP learners are intellectually mature enough when entering EAP courses and familiar with the problem-solving activities, this area may be a good platform for teaching the CT skills to them. Nevertheless, EAP education in Asia has been seriously criticized due to its lack of focus on teaching CT, as little research has been conducted on the instruction of CT and its relevance to EAP in Asia (Gunawardena & Petraki, 2014). There is no one right way to teach CT, and thus EAP teachers and educational institutions take a variety of approaches to design a CT-based curriculum. However, by supporting and engaging EAP learners, they can be helped to become more critical readers and thinkers in the process of achieving their study goals (Wilson, 2016). Thus, critical reviews of EAP courses should go beyond merely criticizing the theoretical foundations of the field and provide opportunities for change at the applied level and its implementation (Pearson, 2017).
     The study by Catterall and Ireland (2010) examined the effects of a CT-based approach on improving international students’ reflective writing at Huddersfield University’s School of Business during a critical EAP course. The EAP students participating in this experiment were introduced to design and justify a claim in English writing during several sessions. The EAP student participants explored various topics in the related academic discourses. The results of this study, while specifying the lack of CT in student participants’ writings, confirmed the positive effects of this approach on improving their critical writing skills.
          The study by Eastman and Maguire (2016) explored the positive effects of writing autobiographies on strengthening the reflective writing of 300 Ph.D. students in the UK during several workshops. To increase the critical voice of these EAP student participants, they were provided with a number of texts representing the genre of autobiography as role models. Eastman and Maguire acknowledged that vocational training is not limited to learning specialized knowledge in the relevant field of science and includes skills and concerns related to talking about oneself and one’s experiences and interactions with others. Writing first-person narratives improved the EAP student participants’ writing skills and deepened their ability to think critically.
          Xu and Li’s (2018) study examined the impacts of taking a genre- and process-based approach to the writing skills of Ph.D. students in a two-year course of EAP in China. Their study showed the lack of criticality in the English writings of these student participants as they had never been educated to master reflective writing. Thus, they merely made unsubstantiated claims; their writings were full of borrowed ideas and lacked any personal views or voices.

2.1. Critical EAP in Iran
Very limited research studies have examined the issue of critical EAP in Iran (Atai, Babaii, & Nili-Ahmadabadi, 2018). The main problems of EAP courses in Iran are the students’ low level of English language skills, the weak link between the policy and practice areas, the scattered and discrete goals, and the uninteresting activities that make students tired. Iranian university students do not learn English to the fullest in schools. Regardless of their fields of study, they enter universities with little L2 proficiency. Instead of being empowered to articulate their concerns about the goals of EAP courses, they are forced to do a series of exhausting tasks. Thus, significant issues such as critical EAP education, distribution of power and freedom in expression and practice in the classroom, polyphony, and the like have been neglected in EAP teaching in Iran (Tavakoli & Tavakol, 2018). Also, the role and agency of Iranian students in EAP courses have been very trivial, and due to their low level of English language skills, L2 skills are to be taught as the content of the EAP course (Vosoughi, Ghahremani Ghajar, & Navarchi, 2019). Zand-Moghadam and Khanlarzadeh’s (2020) study indicated the EAP teachers’ call for the need to improve the Iranian students’ CT skills. However, no study has explored which activity types cultivate and improve the CT ability and reflective writing skills of EAP students in Iran. Thus, considering the positive effects of writing narratives of personal experience on enhancing the CT and critical writing of EAP learners, the present study, for the first time, investigated the quantitative and qualitative impacts of shifting the point of view in the narrative on the CT and reflective writing skills of Iranian EAP students.

3. Methodology
Sixty participants (30 females and 30 males) who were randomly divided into two equal experimental groups took part in the study. They were selected from a range of students of psychology who entered the Islamic Azad University, Khorramabad Branch in the 97-98 academic year. The sampling was carried out based on the availability (convenience) procedure. The research was performed in October 2017. The participants’ age was between 19 and 25 years.
The FPG and TPSG participants were given Butterflies (Grace, 1987) short story. First- and third-person stories written by the participants were collected and used to determine the CT level reflected in the writings of Iranian EAP students. The FPG participants identified themselves with the protagonist of the story and retold the events from their own point of view, looking at their personal experiences. The TPGS participants narrated a summary of the same story from the third-person perspective. In order to analyze the content of first- and third-person stories in terms of the EAP participants’ use of reflective writing types, the well-known Hutton and Smith’s (1995) classification of reflective writing types was used because it clearly defines the four essential levels of critical thinking in writing. The first type of writing is descriptive, non-critical and provides only a report of the course of events. The second type is called descriptive reflection, which describes the author’s personal judgments of events. The third type is dialogic reflection, which expresses the author’s current assessment of past events and their views on the story. Critical reflection is the fourth type of critical writing, which shows the highest CT level and indicates the author’s historical and socio-cultural analysis of past events.
       The narratives obtained from this study were analyzed both quantitatively and qualitatively. The quantitative analysis of the data was based on calculating and comparing the number of different reflective writing clause types in the participants’ written stories via the independent t-test sampling procedure. Also, the mean scores obtained for each writing type were compared to determine the dialogicality principle of the first- and third-person stories. The qualitative analysis of the participants’ written stories was based on revealing their transitions between the different types of reflective writing clause types to express their feelings and thoughts. For this purpose, excerpts from first- and third-person stories were selected to indicate the heteroglossia in the written narratives.

4. Results
This study analyzed and compared the impacts of shifting the narrative point of view on the quantity and quality of reflective writing of Iranian EAP students. The related past research on inscribing personal narratives and autobiographies has confirmed the positive effects of using these tasks on developing the EAP learners’ CT skills and reflective writing. However, the results of the quantitative analysis showed that writing the first-person narrative by shifting the point of view of the original short story from the third-person to the first-person augmented the length of the stories written in English by the FPG participants. Also, the task of shifting the point of view significantly increased the number of descriptive writing and dialogic reflective writing clause types in the first-person stories compared to the number of clauses of descriptive writing and dialogic reflective writing in the third-person stories. Thus, the results of the present study that confirmed the greater degree of the effectiveness of using the task of shifting the point of view in the narrative and rewriting the storyline from the perspectives of and based on the EAP learners’ personal experiences are consistent with the findings of previous relevant research (Rashtchi, 2019; Sabah & Rashtchi, 2017). However, the statistical results showed that shifting the point of view did not make a statistically significant difference between the number of descriptive and critical reflective writing clause types in the stories written by both FPG and TPSG participants. Thus, the study indicated the effectiveness of both first- and third-person narrative writing activities in strengthening the Iranian EAP learners’ willingness to express their thoughts, emotions, and perspectives in the L2 and their CT ability. Also, despite the heteroglossia of the obtained written narratives, the dialogicality principle of both first- and third-person stories was more descriptive, less descriptive reflective, less and less dialogic reflective, and much less critical reflective. This result is consistent with the findings of previous studies (Shokouhi, Daram, & Sabah, 2011; Sabah & Rashtchi, 2016), which indicates that the promotion of CT and critical EAP in Iran has been rather neglected, and appropriate tasks and activities for achieving this goal have not been designed in EAP textbooks. This result confirmed the statement of Kiyani, Momenian, and Navidinia (2011) that there is a contradiction and lack of communication and needs assessment in the goals set in the national program for teaching foreign languages ​​in Iran. Atai, Iranmehr, and Babaii (2018) have also stated that there is a serious gap in the EAP policies in Iran, and thus the set goals need critical evaluation, meticulous analysis, and review.
    The qualitative analysis of the data revealed the heteroglossia in first- and third-person stories in English by Iranian EAP students participating in this research. The following excerpts selected from the stories of both groups serve as examples of the claim that the collected written narratives were not monolithic and enjoyed dialogicity. In order to differentiate different writing types, descriptive writing clauses are not marked in a particular way. Descriptive reflective clauses are underlined, dialogic reflective clauses are italicized, and critical reflective clauses are typed in bold, respectively.
     Excerpt (1) is an excerpt from the first-person story of one of the participants. It shows a transition from critical reflective writing to dialogic reflective writing. The subsequent two descriptive reflective clauses ultimately lead to critical reflective writing. Thus, the EAP student participant has put different types of writing and different levels of reflection in dialogue with each other to express the character’s thoughts and feelings.
… I was always told to listen to the teacher. Now my teacher’s opinion is different from my grandfather’s. And I do not know which opinion is correct. The difference of opinion causes a person to suffer. Something that has been experienced for years is different from something that has been taught to his. (1)
Passage (2) is taken from a third-person story written by one of the EAP student participants in the TPSG. In this piece of writing, various types of reflective writing are evident. Five descriptive writing clauses follow each other, and a critical reflective phrase is used to connect the chain of descriptions to express the EAP student author’s point of view.
… She opened her book. She read: “I killed all the butterflies.” Her grandparents enjoyed her story, but her teacher did not like it. External factors can affect our perceptions. …  (4)
 

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There is dearth of research on disclosing the ethos of Appreciative Inquiry (AI)-based pedagogy application in language education settings (Johnson, 2014), especially amid the Covid-19 pandemic era. To disclose the ethos in AI-based pedagogy as an appropriate pandemic pedagogy, the present study attempts to uncover the Iranian EFL learners' narratives on their lived experiences of a pedagogical shift in an English language school in northern Iran when dealing with an online class during the pandemic. Embedded in 4-D ethos of AI-based pedagogy, namely Discovery, Dream, Design, and Destiny, this study utilizes data from observational field notes and interviews in shaping narratives. It was shown that the online language lesson agenda is a dynamic resource that emerges from content development and can be planned to confirm the learner's knowledge. More creative ways of learners' assessment are also yearned for to neutralize cheating possibilities. In addition, new modes of meaning in language education are envisaged to be designed. Learners position themselves as enriched multimodal text repertoires in a dynamic not static language community of practice. The current study has some implications for online language practice, especially in periods of crisis such as a pandemic.   
 

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