IRANIAN IMMIGRANTS’ LIVING CONDITION IN RUSSIA AND TURKEY DURING THE COVID-19 PANDEMIC

2021 ◽  
pp. 101-110
Author(s):  
Mehdi Afzali ◽  
◽  
Ayşem Biriz Karaçay ◽  
Sergey V. Ryazantsev ◽  
◽  
...  
Keyword(s):  
Home Country ◽  
Living Condition ◽  
Language Barrier ◽  
Access To Information ◽  
Iranian Immigrants ◽  
Population Movements ◽  
Persian Language ◽  
Transit Country ◽  
Iranian Students ◽  
Age Range

COVID-19 has emerged in a world tightly related to local and international population movements. International migrants are a group of very vulnerable people who are directly and indirectly affected by Covid-19. They face additional barriers rather than the locals, such as language barrier, border closure, visa barrier, etc. The aim of this article is to discuss impacts of Coronavirus COVID-19 on Iranian immigrants’ lives in Russia and Turkey. The 1979 Islamic Revolution led to unprecedented numbers of Iranians leaving their home country. Although many Iranian have immigrated to both countries in the last decades, the forms and patterns of migration of Iranians to these two countries are different. And Turkey has been one of the main countries of destination for Iranian immigrants and it also acted as a transit country for Iranian refugees that left Turkey to Europe. And Russia on the other hand, in the last years, hosts Iranian students who form the most number of immigrants in this country. The qualitative approach, grounded theory is used in this research. We interviewed four Iranian immigrants in Russia and three Iranian immigrants in Turkey online in platform zoom in the Persian language, the age range of our interviewees was from 18-35 years old, two of the interviewees were women and five men. Findings in this study show that language barrier, financial instability, access to information, and in some cases discriminations have been the most important problems that Iranians faced during the pandemic in these two countries. However, they believe that the two countries were quite successful in adapting themselves to the new pattern of life.

Iranian Students' Perceptions of Hovayda and the Ideal Self

1976 ◽  
Vol 43 (1) ◽  
pp. 40-42 ◽  
Author(s):  
Reza Shapurian ◽  
Peter F. Merenda
Keyword(s):  
Prime Minister ◽  
Vector Analysis ◽  
Statistical Independence ◽  
Ideal Self ◽  
Language Form ◽  
Persian Language ◽  
Iranian Students ◽  
The Ideal ◽  
Activity Vector

104 students (52 males and 52 females) of an Iranian University were administered a Persian language form of the Activity Vector Analysis. They were asked to give their perceptions of Mr. Hovayda, the Prime Minister of Iran, and the ideal self. Findings were that, while the distributions of these AVA Profiles were quite widely dispersed, two distinct clusters were, nevertheless, identified. The cluster for the perception of Mr. Hovayda and that for the ideal self correlated —.04, suggesting statistical independence of the over-all perceptions of the Prime Minister and the ideal self-concepts of Iranian students. A male-female breakdown, however, showed there was a tendency for the Iranian males to be more congruent (median r = .34) in their perceptions of Mr. Hovayda and the ideal self and for the females to be less congruent (median r = —.04).

scholarly journals Common problems of teaching russian verbs to persian language students using russian-persian bilingual dictionaries as a teaching tool

2020 ◽  
Vol 6 (4) ◽  
pp. 103-111
Author(s):  
M. R. Mohammadi ◽  
M. Ahmadi ◽  
H. Baharloo ◽  
S. S. Ghalebandi
Keyword(s):  
Language Learning ◽  
Russian Language ◽  
Educational Levels ◽  
Bilingual Dictionaries ◽  
Persian Language ◽  
Russian Verb ◽  
Verb Forms ◽  
Common Problems ◽  
Iranian Students ◽  
The Russian Language

This article studies the Russian verb and its grammatical and semantic information in three dictionaries by Klevtsova S. D., Voskanyan G.A., Ovchinnikova I.K., which are the most relevant diction-aries at present and most often used while learning the Russian language in Iranian universities. In this work the problems with which Iranian students are faced while searching verb forms in these dictionaries are considered. By comparing these dictionaries in terms of the content and information contained in each entry, the author lists the differences between these dictionaries and points out the lack of some information necessary for Iranian students to learn. It seems that updating the content of the mentioned diction-aries will not only help to optimize the Russian language learning process by Iranian students at different educational levels, but also to solve translation problems.

BARRIERS FOR IRANIAN STUDENTS TO IMMIGRATE TO THE RUSSIAN FEDERATION DURING THE COVID-19 PANDEMIC

2021 ◽  
pp. 123-132
Author(s):  
Ali Shakeri ◽  
Keyword(s):  
Russian Federation ◽  
Immigrant Students ◽  
Home Country ◽  
Herd Immunity ◽  
World Health ◽  
The World ◽  
The Russian Federation ◽  
Psychological Difficulties ◽  
Iranian Students ◽  
Russian Universities

Since January 2020, the Russian Federation and Iran have been involved with coronavirus disease 2019 (COVID-19). Restriction in routine life, physical and social activities created many physiological and psychological difficulties for many students during quarantine. In between, international students also had more concerns such as health care in a foreign country, language barriers, and the wellbeing of their families. Therefore, some students, including Iranian students, came back to their home country in the summer of 2020. Unfortunately, many Iranian students studying in Russian universities cannot return to Russia for more than a year because of border closure and the Russian deterrent rules. However, Russia has opened its borders according to health protocols to travelers from many countries, including Armenia, Austria, Azerbaijan, Belarus, Croatia, Cuba, Egypt, etc. And also all football fans from all countries, even Iranian people. By studying the World health organization's protocols, pandemic situation statistics in Russia, and Russian policies about opening borders, we can observe how Russian Federation strictly follows the health protocols for international travelers. Unwavering, Russian Federation continuously works hard to overcome the covid-19 epidemic and was one of the first countries to produce the coronavirus vaccine. Yet, this is singly not enough to defeat the pandemic, and developing herd immunity among society is another important factor in achieving public health during the covid-19 pandemic. Unquestionably, to rapidly remove the pandemic limitations and return to the normal situation for immigrant students, studying Iranian students' immigration barriers during the covid-19 pandemic and eliminating these barriers can be helpful to organize international immigrants.

Iranian Students' Perception of the Reza Shah and the Ideal Self

1971 ◽  
Vol 33 (2) ◽  
pp. 431-434 ◽  
Author(s):  
Peter F. Merenda ◽  
Reza Shapurian ◽  
Walter V. Clarke
Keyword(s):  
Person Perception ◽  
The Other ◽  
Self Concept ◽  
Ideal Self ◽  
Language Form ◽  
Persian Language ◽  
Tight Cluster ◽  
Great Leader ◽  
Iranian Students ◽  
The Ideal

50 students of an Iranian University were administered a Persian language form of the AVA. They were asked to give their perceptions of the Reza Shah, the Great and of the Ideal-self concept. Findings showed a very tight cluster ( n = 47) around AVA “Administrative Pattern” for perceptions of the Reza Shah, and two clusters for the students' perception of the Ideal Self. One cluster ( n = 23) was consistent with findings of previous studies, attesting to the existence of a stereotype “perfect person” perception. The other cluster ( n3 = 18) overlapped completely with the “Administrative Pattern” cluster, yielding evidence that for some Ss, their ideal self-concepts were being influenced by their perceptions of their former great leader.

scholarly journals Role of Iranian immigrants in Iran - Russia trade development

2018 ◽  
Vol 26 (4) ◽  
pp. 697-705
Author(s):  
Mehdi Afzali
Keyword(s):  
Human Capital ◽  
Persian Gulf ◽  
Home Country ◽  
Developed Countries ◽  
Iranian Immigrants ◽  
Gulf Countries ◽  
Social And Economic Development ◽  
The Persian Gulf ◽  
Transactional Costs

Migration and international trade are two important dimensions of globalization. Migration plays an important role in development of countries. Immigrants send their remittances, ideas, innovation and investments to their home countries. Migrants can influence on countries’ trade, they are able to decrease the transactional costs for companies willing to trade. In this article has been tried to study the case of Iranian immigrants in Russia. We can see that Iranians have migrated mostly to developed countries such as USA, Europe, Australia, Canada and part of them have migrated to the Persian Gulf countries. And of course many of these immigrants have high levels of economic, human, social, and cultural potential, which can be used for social and economic development of the country. Iranians have migrated to two kinds of countries. First, those who are developed and second those with high income which have the potential of trade with Iran. When we look at these two groups they either migrated to American and European countries, which this group has a high educated and human capital background or they migrated to neighbor Persian Gulf countries that they have mostly strong economic backgrounds which increased the chance of trade. In this article Iranian businessmen have been interviewed and they have explained their roles in trade, and if they had any advantages in comparison with those in the home country.

scholarly journals Semantic Components of the Russian Preposition “Через” in Combination With Different Locums and its Expression in the Persian Language

2021 ◽  
Vol 7 (3) ◽  
pp. 43-52
Author(s):  
M. Estiri ◽  
Kh. Torkashvand
Keyword(s):  
Russian Language ◽  
Spatial Characteristics ◽  
Spatial Prepositions ◽  
Persian Language ◽  
Spatial Features ◽  
Iranian Students ◽  
And Function ◽  
Meaning And Function ◽  
The Russian Language

In the Russian language the preposition “cherez (through)” is used in its typical contexts to refer to spatial characteristics in which an action or movement takes place. However, there are cases in the Persian language when there is no clear boundary among the spatial prepositions corresponding to the preposition “cherez (through)”, which causes difculty for Iranian learners to choose the correct one. At the same time one and the same Persian preposition can be expressed by different Russian prepositions which lead to regular mistakes in the speech of Iranian students. Tus, for instance, Iranian students use the preposition “az miyan-e” / (among) in the meaning of the Russian prepositions “cherez” (through), “mezhdu”, “ckvoz” (within) and “iz” (from), although these prepositions are different in meaning and function. In this article, the locations used in combination with the preposition “through” are systematically classifed to explain their specifc features. In addition, the ways of expressing the spatial meanings of the preposition “through” in the Persian language are addressed in order to raise Iranian learners’ awareness of possible mistakes. Te novelty of the article is in the attempt to compare semantic and spatial features of the Russian preposition “cherez (through)” with its correlates in the Persian language. Te fndings of this study can be of interest to RFL teachers, in particular in Iran, as they will highlight common mistakes in the speech of Iranian learners when using the preposition “through”, and to RFL textbook developers.

scholarly journals RUSSIAN DETACHED COORDINATED ATTRIBUTES IN THE MIRROR OF THE PERSIAN LANGUAGE

2019 ◽  
Vol 19 (3) ◽  
pp. 118-124
Author(s):  
Aliyari Mahboubeh Shorehdeli ◽  
Mohammad Reza Mohammadi ◽  
Reyhane Shojaee
Keyword(s):  
Russian Language ◽  
Literary Texts ◽  
Rhythmic Structure ◽  
Persian Language ◽  
Language Differentiation ◽  
Russian Literary ◽  
Iranian Students ◽  
Simple Sentences ◽  
First Time ◽  
The Russian Language

This article is focused on a comparative analysis of sentences with detached coordinated attributes in the Russian and Persian languages. Detachment is one of the most common ways of complicating simple sentences in the Russian language. Detachment in the Russian language is realized by a change of a rhythmic structure and intonation of the secondary member of the sentence in order to give them a semantic and syntactic independence in the sentence. The conditions and ways of detaching the secondary members of the sentence in the Russian language, differentiation of simple sentences with detached members from complex ones, as well as translation of these sentences always cause difficulties for Iranian students. It is therefore necessary to conduct contrastive-comparative studies in this field. The novelty of the research is determined by the fact that for the first time the question of detached coordinated attributes has been considered in a comparative Russian-Persian study by drawing on translation of literary texts. The analysis is carried out on the basis of 70 examples, collected from various Russian literary works that have been translated into Persian. Our analysis shows that the use of the conjunction [ke] and the addition [ye / i] to the defined word in Persian are the most matching Russian detached coordinated attributes.

scholarly journals Psychometric function characteristics of Persian consonantvowel-consonant words

2021 ◽  
Author(s):  
Mohammad Ebrahim Mahdavi ◽  
Atefeh Rabiei
Keyword(s):  
Logistic Regression ◽  
Word Recognition ◽  
Psychometric Function ◽  
Difficulty Level ◽  
Psychometric Characteristics ◽  
Full List ◽  
Persian Language ◽  
Monosyllabic Words ◽  
Syllabic Structure ◽  
Age Range

Background and Aim: Evaluation of word recognition score requires multiple lists that must be similar in terms of difficulty level. There is currently no such word lists for the Persian language. The aim of this study was to construct several lists of Persian monosyllabic words with psychometric homogeneity. Methods: The most common monosyllabic words were collected from a book of Persian word frequency. The selected monosyllabic Consonant-Vowel-Consonant (CVC) words were presented randomly to 30 normal hearing participants with the age range of 18 to 25 years. The presentation level was from 0 to 40 dB in 8 dB increments. The characteristics of psychometric function were determined for all words using the logistic regression. Results: The Persian CVC monosyllabic words have different difficulty levels with threshold varying from 2.8 to 37.2 dB HL and the slope from 2.3 to 16.4 %/dB. Conclusion: The final result of the present study is three full lists of monosyllabic words with CVC syllabic structure that have the same mean threshold and slope of psychometric function. The 25-word half-lists of each full list are similar in terms of psychometric characteristics. Keywords: Psychometric function; Persian monosyllabic words; speech audiometry

scholarly journals The Impact of Using Dynamic Assessment on Iranian’s Writing Literacy

2018 ◽  
Vol 8 (9) ◽  
pp. 1246 ◽  
Author(s):  
Firooz Sadighi ◽  
Fatemeh Jamasbi ◽  
Sara Ramezani
Keyword(s):  
Dynamic Assessment ◽  
Structured Interview ◽  
Teaching Writing ◽  
Control Group ◽  
Affective Filter ◽  
Persian Language ◽  
Post Test ◽  
Iranian Students ◽  
The Impact

Although using Dynamic Assessment especially in educational setting has been revealed to be a useful approach in helping learners to achieve higher levels of learning, not much consideration has been given to the role of teacher mediation through Dynamic Assessment in teaching writing literacy (Persian language). This study aimed to explore possible effects of teacher mediation on Iranian students’ Persian writing skills. To this end 30 Iranian Persian students were selected as participants of the study. The treatment group was taught writing skill through DA by using Flexible mediation, but the control group without receiving any mediation. A non-dynamic pre- and post-test writings were given to both groups to determine any differences in their writing performance. At the end of the treatment a semi-structured interview was used to know the experimental group’s opinion about their teacher’s assistance. The data was subjected to the statistical procedure of t-test and the results indicated that not only all the students of experimental group outperformed the students of control group but according the semi-structured interview, DA acted as low affective filter for them since they saw teacher as an assistant during their writing and their improvement increased their motivation.

scholarly journals A Qualitative Study On Mental Distress Of Vietnamese Students In The U.S.A. In The Covid-19 Era

2020 ◽  
Vol 15 (3) ◽  
pp. 45-57 ◽  
Author(s):  
Ngoc Cindy Pham ◽  
Juehui Richard Shi
Keyword(s):  
Textual Analysis ◽  
Public Services ◽  
Mental Distress ◽  
Home Country ◽  
Living Condition ◽  
Grocery Shopping ◽  
Cultural Barrier ◽  
Limited Access ◽  
The Usa ◽  
Teaching Modality

Objective: This paper aims to examine how the COVID-19 pandemic affects the mental distress of the Vietnamese students in the USA. We explore different root causes of mental distress among international students who are away from their home country, their loved ones, and being isolated from school and community due to this outbreak. Design: In-depth interviews were conducted to probe the reasons for mental stress during the pandemic and the narrative textual analysis was subsequently performed to analyze the results. This research includes the interviews of 20 Vietnamese students in the USA during the COVID-19 era. Results: The textual analysis showed that the mental distress of these Vietnamese students were caused by limited access to on-campus facilities and activities, limited access to public services including grocery shopping, transportations, clinics, the possibility of being infected, isolated living condition due to the lockdown order, and inability to go back to the home country when wanted. Conclusions: We found that both physical attributes (e.g., living condition, internet difficulty, overwhelmed healthcare system, restricted traveling, lack of personal interaction, limited access to public services) and psychological factors (e.g., anxiety of unfamiliar teaching modality, fear of viral infection, uncertain career aspects, cultural barrier and prejudice) directly led to the mental distress of these students. Moreover, other factors such as turbulent future job markets and potential racism toward Asians in relation with “Chinese virus” may cause the mental distress of these students.

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