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id="Papers"><h3 class="profile--tab_heading_container">Papers by Leili Jorfi</h3></div><div class="js-work-strip profile--work_container" data-work-id="64076185"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/64076185/A_Comparative_Intercultural_Approach_to_English_School_Textbooks_of_Middle_Eastern_Countries_The_Cases_of_Iran_and_Egypt"><img alt="Research paper thumbnail of A Comparative Intercultural Approach to English School Textbooks of Middle-Eastern Countries: The Cases of Iran and Egypt" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">A Comparative Intercultural Approach to English School Textbooks of Middle-Eastern Countries: The Cases of Iran and Egypt</div><div class="wp-workCard_item"><span>Journal of Teaching Language Skills</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Due to the importance of intercultural communicative competence together with English language, t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Due to the importance of intercultural communicative competence together with English language, this study investigated four types of cultural content: topics, cultural dimensions, international/intercultural issues, as well as cultural references in Vision I, the Iranian secondary textbook and Hello I its Egyptian counterpart. One of the means by which culture can be manifested, introduced, interacted with, and contemplated upon is through textbooks to which a larger number of EFL students have access. The present analysis is carried out based on content analysis and a modification of three models (Hall, 2002; Sercu, 2000; Risager, 1991). Overall, the results show that Vision I has a more limited scope of cultural content compared to Hello I. The analyses further signify a lack of in-depth cultural information within both textbooks. In Hello I, there were more instances of culture compared to Vision I, however, it is suggested that the incorporation of culture could be vaster and d...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="64076185"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="64076185"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64076185; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64076185]").text(description); $(".js-view-count[data-work-id=64076185]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64076185; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='64076185']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=64076185]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":64076185,"title":"A Comparative Intercultural Approach to English School Textbooks of Middle-Eastern Countries: The Cases of Iran and Egypt","translated_title":"","metadata":{"abstract":"Due to the importance of intercultural communicative competence together with English language, this study investigated four types of cultural content: topics, cultural dimensions, international/intercultural issues, as well as cultural references in Vision I, the Iranian secondary textbook and Hello I its Egyptian counterpart. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-29245341-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="12390632"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12390632/A_Narratological_Study_and_Analysis_of_The_Concept_of_Time_in_William_Faulkners_A_Rose_for_Emily_"><img alt="Research paper thumbnail of A Narratological Study and Analysis of: The Concept of Time in William Faulkner's "A Rose for Emily" " class="work-thumbnail" src="https://attachments.academia-assets.com/37639020/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12390632/A_Narratological_Study_and_Analysis_of_The_Concept_of_Time_in_William_Faulkners_A_Rose_for_Emily_">A Narratological Study and Analysis of: The Concept of Time in William Faulkner's "A Rose for Emily" </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study is primarily concenrned with applying Genette’s narratological framework of time to th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William<br />Faulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.<br />Moreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’<br />and ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of<br />‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements<br />such as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration<br />and it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on<br />and then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse<br />time’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,<br />will be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s<br />concept of time which is classified into categories of order, duration, and frequency as well as their subcategories<br />(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.<br />Keywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-12390632-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-12390632-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/30674690/table-1-the-five-types-of-anisochrony-cited-from-whatling"><img alt="Table 1. The five types of anisochrony Cited from Whatling, 2010, 2.2.b. “Temporal Ordering and Pacing” " class="figure-slide-image" src="https://figures.academia-assets.com/37639020/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/30674692/table-2-cited-from-whatling-temporal-ordering-and-pacing"><img alt="Cited from Whatling, 2010, 2.2.b. “Temporal Ordering and Pacing” Table 2 'Frequency' (repetition in story and in discourse) " class="figure-slide-image" src="https://figures.academia-assets.com/37639020/table_002.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-12390632-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a7c06b2fe82d78d7206953af5db675b8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37639020,"asset_id":12390632,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37639020/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12390632"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12390632"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12390632; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12390632]").text(description); $(".js-view-count[data-work-id=12390632]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12390632; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12390632']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a7c06b2fe82d78d7206953af5db675b8" } } $('.js-work-strip[data-work-id=12390632]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12390632,"title":"A Narratological Study and Analysis of: The Concept of Time in William Faulkner's \"A Rose for Emily\" ","translated_title":"","metadata":{"abstract":"This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William\nFaulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.\nMoreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’\nand ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of\n‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements\nsuch as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration\nand it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on\nand then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse\ntime’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,\nwill be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s\nconcept of time which is classified into categories of order, duration, and frequency as well as their subcategories\n(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.\nKeywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily"},"translated_abstract":"This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William\nFaulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.\nMoreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’\nand ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of\n‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements\nsuch as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration\nand it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on\nand then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse\ntime’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,\nwill be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s\nconcept of time which is classified into categories of order, duration, and frequency as well as their subcategories\n(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.\nKeywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily","internal_url":"https://www.academia.edu/12390632/A_Narratological_Study_and_Analysis_of_The_Concept_of_Time_in_William_Faulkners_A_Rose_for_Emily_","translated_internal_url":"","created_at":"2015-05-14T23:03:42.803-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15904410,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":543432,"work_id":12390632,"tagging_user_id":15904410,"tagged_user_id":null,"co_author_invite_id":210507,"email":"m***n@araku.ac.ir","display_order":null,"name":"Moussa Ahmadian","title":"A Narratological Study and Analysis of: The Concept of Time in William Faulkner's \"A Rose for Emily\" "}],"downloadable_attachments":[{"id":37639020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37639020/thumbnails/1.jpg","file_name":"1535-3281-1-SM.pdf","download_url":"https://www.academia.edu/attachments/37639020/download_file","bulk_download_file_name":"A_Narratological_Study_and_Analysis_of_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37639020/1535-3281-1-SM-libre.pdf?1431669801=\u0026response-content-disposition=attachment%3B+filename%3DA_Narratological_Study_and_Analysis_of_T.pdf\u0026Expires=1743269141\u0026Signature=SdOkeFW4~0Jz8eR8p38uEX4UG043r5n9ygGvTsWvoFlCQCsDvb1mNv4glePahG8PGIqwmm8NM1XSUOuepjI2dvZ2Ew4eO7rNbGRgV2Qjn9Mj~U8DWKdelLBt05TTSXol9Oe0WMRBKXXLgiVVab56QChJjVMVpE7iyBsEwJTl7LxpwEjtE-mVZbVQBNEWKxkpcFhuKzLYaJSac8kvwba-OZ8lcULd-a7DhoJz1LKUzyaN61xbaVTL-peo6xtipjVB-LIFHgspFMKY2FE9gNrFU9-~4Q8LCMqVfTaOZCJw5iz5ng9r2nslrOwC6zGo7d1luxUjJxcsBCoHVYkQwtpIEw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Narratological_Study_and_Analysis_of_The_Concept_of_Time_in_William_Faulkners_A_Rose_for_Emily_","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William\nFaulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.\nMoreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’\nand ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of\n‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements\nsuch as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration\nand it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on\nand then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse\ntime’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,\nwill be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s\nconcept of time which is classified into categories of order, duration, and frequency as well as their subcategories\n(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.\nKeywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily","owner":{"id":15904410,"first_name":"Leili","middle_initials":"","last_name":"Jorfi","page_name":"leylajorfi","domain_name":"araku","created_at":"2014-09-01T01:30:20.739-07:00","display_name":"Leili Jorfi","url":"https://araku.academia.edu/leylajorfi"},"attachments":[{"id":37639020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37639020/thumbnails/1.jpg","file_name":"1535-3281-1-SM.pdf","download_url":"https://www.academia.edu/attachments/37639020/download_file","bulk_download_file_name":"A_Narratological_Study_and_Analysis_of_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37639020/1535-3281-1-SM-libre.pdf?1431669801=\u0026response-content-disposition=attachment%3B+filename%3DA_Narratological_Study_and_Analysis_of_T.pdf\u0026Expires=1743269141\u0026Signature=SdOkeFW4~0Jz8eR8p38uEX4UG043r5n9ygGvTsWvoFlCQCsDvb1mNv4glePahG8PGIqwmm8NM1XSUOuepjI2dvZ2Ew4eO7rNbGRgV2Qjn9Mj~U8DWKdelLBt05TTSXol9Oe0WMRBKXXLgiVVab56QChJjVMVpE7iyBsEwJTl7LxpwEjtE-mVZbVQBNEWKxkpcFhuKzLYaJSac8kvwba-OZ8lcULd-a7DhoJz1LKUzyaN61xbaVTL-peo6xtipjVB-LIFHgspFMKY2FE9gNrFU9-~4Q8LCMqVfTaOZCJw5iz5ng9r2nslrOwC6zGo7d1luxUjJxcsBCoHVYkQwtpIEw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis"},{"id":5513,"name":"Narratology","url":"https://www.academia.edu/Documents/in/Narratology"},{"id":15909,"name":"Psychonarratology","url":"https://www.academia.edu/Documents/in/Psychonarratology"},{"id":28256,"name":"Conversation Analysis, Talk-in-interaction","url":"https://www.academia.edu/Documents/in/Conversation_Analysis_Talk-in-interaction"},{"id":523708,"name":"Intercultural competences","url":"https://www.academia.edu/Documents/in/Intercultural_competences"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-12390632-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="12185367"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12185367/Psychonarratology_from_cognitive_processes_to_readers_narrative"><img alt="Research paper thumbnail of Psychonarratology: from cognitive processes to readers’ narrative" class="work-thumbnail" src="https://attachments.academia-assets.com/37480382/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12185367/Psychonarratology_from_cognitive_processes_to_readers_narrative">Psychonarratology: from cognitive processes to readers’ narrative</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Psychonarratology studies the cognitive processes of narrative comprehension in readers’ minds. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Psychonarratology studies the cognitive processes of <br />narrative comprehension in readers’ minds. There are thus <br />close ties between psychonarratology and cognitive processes <br />of mind while reading a narrative. This study aims to provide <br />definitions and explanations for the two basic crucial concepts <br />of ‘psychonarratology’ and ‘narrative’. First, it considers the <br />role of readers in narrative comprehension and for this reader <br />response theory and reception theory are elaborated on. Then, <br />the cognitive processes which are active during narrative <br />comprehension, are discussed. Three models of this cognitive <br />processes are presented as well. ‘Narrative’, among other <br />discourse genres, is the focus of this study. Because of its <br />distinctive features, a narrative has its unique way of being <br />understood. The processes of narrative comprehension will be <br />considered and elaborated on in this study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="22ca84bda14baac9adfa96a27e07d46f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37480382,"asset_id":12185367,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37480382/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12185367"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12185367"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12185367; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12185367]").text(description); $(".js-view-count[data-work-id=12185367]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12185367; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12185367']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "22ca84bda14baac9adfa96a27e07d46f" } } $('.js-work-strip[data-work-id=12185367]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12185367,"title":"Psychonarratology: from cognitive processes to readers’ narrative","translated_title":"","metadata":{"abstract":"Psychonarratology studies the cognitive processes of\r\nnarrative comprehension in readers’ minds. There are thus\r\nclose ties between psychonarratology and cognitive processes\r\nof mind while reading a narrative. This study aims to provide\r\ndefinitions and explanations for the two basic crucial concepts\r\nof ‘psychonarratology’ and ‘narrative’. First, it considers the\r\nrole of readers in narrative comprehension and for this reader\r\nresponse theory and reception theory are elaborated on. Then,\r\nthe cognitive processes which are active during narrative\r\ncomprehension, are discussed. Three models of this cognitive\r\nprocesses are presented as well. ‘Narrative’, among other\r\ndiscourse genres, is the focus of this study. Because of its\r\ndistinctive features, a narrative has its unique way of being\r\nunderstood. The processes of narrative comprehension will be\r\nconsidered and elaborated on in this study."},"translated_abstract":"Psychonarratology studies the cognitive processes of\r\nnarrative comprehension in readers’ minds. There are thus\r\nclose ties between psychonarratology and cognitive processes\r\nof mind while reading a narrative. This study aims to provide\r\ndefinitions and explanations for the two basic crucial concepts\r\nof ‘psychonarratology’ and ‘narrative’. First, it considers the\r\nrole of readers in narrative comprehension and for this reader\r\nresponse theory and reception theory are elaborated on. Then,\r\nthe cognitive processes which are active during narrative\r\ncomprehension, are discussed. Three models of this cognitive\r\nprocesses are presented as well. ‘Narrative’, among other\r\ndiscourse genres, is the focus of this study. Because of its\r\ndistinctive features, a narrative has its unique way of being\r\nunderstood. The processes of narrative comprehension will be\r\nconsidered and elaborated on in this study.","internal_url":"https://www.academia.edu/12185367/Psychonarratology_from_cognitive_processes_to_readers_narrative","translated_internal_url":"","created_at":"2015-05-01T23:38:28.069-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15904410,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":37480382,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37480382/thumbnails/1.jpg","file_name":"1833-5078-1-PB.pdf","download_url":"https://www.academia.edu/attachments/37480382/download_file","bulk_download_file_name":"Psychonarratology_from_cognitive_process.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37480382/1833-5078-1-PB-libre.pdf?1430548608=\u0026response-content-disposition=attachment%3B+filename%3DPsychonarratology_from_cognitive_process.pdf\u0026Expires=1743238650\u0026Signature=CLfHQNAefWujdHuFSE5Ptu5XKMyH~O3PQSNoCXyxX7NeguhdIUXJgxKMjSWciJWrqZSshxvBIC1R8vwrpcoKBn5ITNyW8Iq7MIou76FQUceikMdUhZxqv~y78dFsWsM2zTPV1H3j1zwsDOAY5DDaEbbPBhVkRO6d0d1Gj~Vk~J70-MSuLGwmexvUd54xeY4ZGivUE~S2HUeOwzKANvFPwY2MeVd8C2KRrpnWCKpQ2-33IXvZreAbixzUqO8S4jdw-0NpYUHWDRpDlYCrAQUGfVW9Vpe7~a691Mj3TlS-Nml6Nlibv162eGoB1HCdQ4r~jZ72xDGwU1KWldjb8-QHsw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Psychonarratology_from_cognitive_processes_to_readers_narrative","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Psychonarratology studies the cognitive processes of\r\nnarrative comprehension in readers’ minds. There are thus\r\nclose ties between psychonarratology and cognitive processes\r\nof mind while reading a narrative. This study aims to provide\r\ndefinitions and explanations for the two basic crucial concepts\r\nof ‘psychonarratology’ and ‘narrative’. First, it considers the\r\nrole of readers in narrative comprehension and for this reader\r\nresponse theory and reception theory are elaborated on. Then,\r\nthe cognitive processes which are active during narrative\r\ncomprehension, are discussed. Three models of this cognitive\r\nprocesses are presented as well. ‘Narrative’, among other\r\ndiscourse genres, is the focus of this study. Because of its\r\ndistinctive features, a narrative has its unique way of being\r\nunderstood. The processes of narrative comprehension will be\r\nconsidered and elaborated on in this study.","owner":{"id":15904410,"first_name":"Leili","middle_initials":"","last_name":"Jorfi","page_name":"leylajorfi","domain_name":"araku","created_at":"2014-09-01T01:30:20.739-07:00","display_name":"Leili Jorfi","url":"https://araku.academia.edu/leylajorfi"},"attachments":[{"id":37480382,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37480382/thumbnails/1.jpg","file_name":"1833-5078-1-PB.pdf","download_url":"https://www.academia.edu/attachments/37480382/download_file","bulk_download_file_name":"Psychonarratology_from_cognitive_process.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37480382/1833-5078-1-PB-libre.pdf?1430548608=\u0026response-content-disposition=attachment%3B+filename%3DPsychonarratology_from_cognitive_process.pdf\u0026Expires=1743238650\u0026Signature=CLfHQNAefWujdHuFSE5Ptu5XKMyH~O3PQSNoCXyxX7NeguhdIUXJgxKMjSWciJWrqZSshxvBIC1R8vwrpcoKBn5ITNyW8Iq7MIou76FQUceikMdUhZxqv~y78dFsWsM2zTPV1H3j1zwsDOAY5DDaEbbPBhVkRO6d0d1Gj~Vk~J70-MSuLGwmexvUd54xeY4ZGivUE~S2HUeOwzKANvFPwY2MeVd8C2KRrpnWCKpQ2-33IXvZreAbixzUqO8S4jdw-0NpYUHWDRpDlYCrAQUGfVW9Vpe7~a691Mj3TlS-Nml6Nlibv162eGoB1HCdQ4r~jZ72xDGwU1KWldjb8-QHsw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4490,"name":"Cognitive Narratology","url":"https://www.academia.edu/Documents/in/Cognitive_Narratology"},{"id":19818,"name":"Narrative Theory","url":"https://www.academia.edu/Documents/in/Narrative_Theory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-12185367-figures'); } }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="ALLS Future, Current & Past Issues" id="ALLS Future, Current & Past Issues"><h3 class="profile--tab_heading_container">ALLS Future, Current & Past Issues by Leili Jorfi</h3></div><div class="js-work-strip profile--work_container" data-work-id="12218644"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12218644/ALLS_Vol_6_No_3_2015_"><img alt="Research paper thumbnail of ALLS, Vol 6, No 3 (2015)" class="work-thumbnail" src="https://attachments.academia-assets.com/37495089/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12218644/ALLS_Vol_6_No_3_2015_">ALLS, Vol 6, No 3 (2015)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://iust-sy.academia.edu/OmarSheikhAlShabab">Omar A Sheikh Al-Shabab</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/LourembamSurjit">Dr Lourembam Surjit Singh</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NasrinBabapir">Nasrin Babapir</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MadihaAhmad1">Madiha Ahmad</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://kentstate.academia.edu/MAlbalawi">Mohammed H Albalawi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ALLS">Advances in Language and Literary Studies [ALLS]</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/monafasal">mona fasal</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/faridparvaneh">farid parvaneh</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://araku.academia.edu/leylajorfi">Leili Jorfi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ReemSartawi">Reem S Sartawi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NazliBahrami">Nazli Bahrami</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AliJamali7">Ali Jamali</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c778fe2ac3d53f7ff9ef306d7f212ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37495089,"asset_id":12218644,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37495089/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12218644"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12218644"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12218644; 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class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">A Comparative Intercultural Approach to English School Textbooks of Middle-Eastern Countries: The Cases of Iran and Egypt</div><div class="wp-workCard_item"><span>Journal of Teaching Language Skills</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Due to the importance of intercultural communicative competence together with English language, t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Due to the importance of intercultural communicative competence together with English language, this study investigated four types of cultural content: topics, cultural dimensions, international/intercultural issues, as well as cultural references in Vision I, the Iranian secondary textbook and Hello I its Egyptian counterpart. One of the means by which culture can be manifested, introduced, interacted with, and contemplated upon is through textbooks to which a larger number of EFL students have access. The present analysis is carried out based on content analysis and a modification of three models (Hall, 2002; Sercu, 2000; Risager, 1991). Overall, the results show that Vision I has a more limited scope of cultural content compared to Hello I. The analyses further signify a lack of in-depth cultural information within both textbooks. In Hello I, there were more instances of culture compared to Vision I, however, it is suggested that the incorporation of culture could be vaster and d...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="64076185"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="64076185"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64076185; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64076185]").text(description); $(".js-view-count[data-work-id=64076185]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64076185; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='64076185']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=64076185]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":64076185,"title":"A Comparative Intercultural Approach to English School Textbooks of Middle-Eastern Countries: The Cases of Iran and Egypt","translated_title":"","metadata":{"abstract":"Due to the importance of intercultural communicative competence together with English language, this study investigated four types of cultural content: topics, cultural dimensions, international/intercultural issues, as well as cultural references in Vision I, the Iranian secondary textbook and Hello I its Egyptian counterpart. 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Overall, the results show that Vision I has a more limited scope of cultural content compared to Hello I. The analyses further signify a lack of in-depth cultural information within both textbooks. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-29245343-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="29245342"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/29245342/The_types_of_overlap_as_conversational_strategies_inDispute_the_Iranian_live_TV_program"><img alt="Research paper thumbnail of The types of overlap as conversational strategies inDispute, the Iranian live TV program" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The types of overlap as conversational strategies inDispute, the Iranian live TV program</div><div class="wp-workCard_item"><span>Qualitative Research Journal</span><span>, 2016</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="29245342"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="29245342"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29245342; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-29245342-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="29245341"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/29245341/A_Sociocultural_Perspective_on_Everyday_Interactions_Stressing_Grammatical_vs_Communicative_Competence_The_Case_of_Iranian_Taxi_discussions"><img alt="Research paper thumbnail of A Sociocultural Perspective on Everyday Interactions Stressing Grammatical vs. Communicative Competence: The Case of Iranian Taxi-discussions" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">A Sociocultural Perspective on Everyday Interactions Stressing Grammatical vs. Communicative Competence: The Case of Iranian Taxi-discussions</div><div class="wp-workCard_item"><span>Theory and Practice in Language Studies</span><span>, 2015</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="29245341"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="29245341"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29245341; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-29245341-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="12390632"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12390632/A_Narratological_Study_and_Analysis_of_The_Concept_of_Time_in_William_Faulkners_A_Rose_for_Emily_"><img alt="Research paper thumbnail of A Narratological Study and Analysis of: The Concept of Time in William Faulkner's "A Rose for Emily" " class="work-thumbnail" src="https://attachments.academia-assets.com/37639020/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12390632/A_Narratological_Study_and_Analysis_of_The_Concept_of_Time_in_William_Faulkners_A_Rose_for_Emily_">A Narratological Study and Analysis of: The Concept of Time in William Faulkner's "A Rose for Emily" </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This study is primarily concenrned with applying Genette’s narratological framework of time to th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William<br />Faulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.<br />Moreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’<br />and ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of<br />‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements<br />such as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration<br />and it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on<br />and then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse<br />time’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,<br />will be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s<br />concept of time which is classified into categories of order, duration, and frequency as well as their subcategories<br />(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.<br />Keywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-12390632-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-12390632-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/30674690/table-1-the-five-types-of-anisochrony-cited-from-whatling"><img alt="Table 1. The five types of anisochrony Cited from Whatling, 2010, 2.2.b. “Temporal Ordering and Pacing” " class="figure-slide-image" src="https://figures.academia-assets.com/37639020/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/30674692/table-2-cited-from-whatling-temporal-ordering-and-pacing"><img alt="Cited from Whatling, 2010, 2.2.b. “Temporal Ordering and Pacing” Table 2 'Frequency' (repetition in story and in discourse) " class="figure-slide-image" src="https://figures.academia-assets.com/37639020/table_002.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-12390632-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a7c06b2fe82d78d7206953af5db675b8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37639020,"asset_id":12390632,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37639020/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12390632"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12390632"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12390632; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12390632]").text(description); $(".js-view-count[data-work-id=12390632]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12390632; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12390632']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a7c06b2fe82d78d7206953af5db675b8" } } $('.js-work-strip[data-work-id=12390632]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12390632,"title":"A Narratological Study and Analysis of: The Concept of Time in William Faulkner's \"A Rose for Emily\" ","translated_title":"","metadata":{"abstract":"This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William\nFaulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.\nMoreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’\nand ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of\n‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements\nsuch as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration\nand it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on\nand then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse\ntime’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,\nwill be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s\nconcept of time which is classified into categories of order, duration, and frequency as well as their subcategories\n(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.\nKeywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily"},"translated_abstract":"This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William\nFaulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.\nMoreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’\nand ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of\n‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements\nsuch as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration\nand it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on\nand then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse\ntime’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,\nwill be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s\nconcept of time which is classified into categories of order, duration, and frequency as well as their subcategories\n(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.\nKeywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily","internal_url":"https://www.academia.edu/12390632/A_Narratological_Study_and_Analysis_of_The_Concept_of_Time_in_William_Faulkners_A_Rose_for_Emily_","translated_internal_url":"","created_at":"2015-05-14T23:03:42.803-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15904410,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":543432,"work_id":12390632,"tagging_user_id":15904410,"tagged_user_id":null,"co_author_invite_id":210507,"email":"m***n@araku.ac.ir","display_order":null,"name":"Moussa Ahmadian","title":"A Narratological Study and Analysis of: The Concept of Time in William Faulkner's \"A Rose for Emily\" "}],"downloadable_attachments":[{"id":37639020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37639020/thumbnails/1.jpg","file_name":"1535-3281-1-SM.pdf","download_url":"https://www.academia.edu/attachments/37639020/download_file","bulk_download_file_name":"A_Narratological_Study_and_Analysis_of_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37639020/1535-3281-1-SM-libre.pdf?1431669801=\u0026response-content-disposition=attachment%3B+filename%3DA_Narratological_Study_and_Analysis_of_T.pdf\u0026Expires=1743269141\u0026Signature=SdOkeFW4~0Jz8eR8p38uEX4UG043r5n9ygGvTsWvoFlCQCsDvb1mNv4glePahG8PGIqwmm8NM1XSUOuepjI2dvZ2Ew4eO7rNbGRgV2Qjn9Mj~U8DWKdelLBt05TTSXol9Oe0WMRBKXXLgiVVab56QChJjVMVpE7iyBsEwJTl7LxpwEjtE-mVZbVQBNEWKxkpcFhuKzLYaJSac8kvwba-OZ8lcULd-a7DhoJz1LKUzyaN61xbaVTL-peo6xtipjVB-LIFHgspFMKY2FE9gNrFU9-~4Q8LCMqVfTaOZCJw5iz5ng9r2nslrOwC6zGo7d1luxUjJxcsBCoHVYkQwtpIEw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_Narratological_Study_and_Analysis_of_The_Concept_of_Time_in_William_Faulkners_A_Rose_for_Emily_","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"This study is primarily concenrned with applying Genette’s narratological framework of time to the study of William\nFaulkner’s A Rose for Emily. This study aims to provide insights about the time shift processes in this short story.\nMoreover, since time is a component of narratology, this study will be concerned with discussions about ‘narratology’\nand ‘narrative’, too. The study falls into two parts. The first section is allocated to the theoretical concepts of\n‘narratology’, ‘narrative’, and ‘time’: ‘Narratology’ which is the study of narrative structures, includes many elements\nsuch as mood, voice, narration, as well as time (which is the focus of this study). ‘Narrative’ is the product of narration\nand it is what narratologists study and analyze. Furthermore, ‘time’-the main focus of this paper-will be elaborated on\nand then identified in A Rose for Emily based on Genette’s two fundamental dichotomies of ‘story time’ and ‘discourse\ntime’. These theoretical discussions are taken into consideration while analysis of A Rose for Emily. The second section,\nwill be devoted to the analysis of time using Genette’s model on Faulkner’s A Rose for Emily. For this aim, Genette’s\nconcept of time which is classified into categories of order, duration, and frequency as well as their subcategories\n(which are already explained in the first section), will be identified and the shifts that have occurred will be determined.\nKeywords: narratology, narrative, time shift, Genette’s model, A Rose for Emily","owner":{"id":15904410,"first_name":"Leili","middle_initials":"","last_name":"Jorfi","page_name":"leylajorfi","domain_name":"araku","created_at":"2014-09-01T01:30:20.739-07:00","display_name":"Leili Jorfi","url":"https://araku.academia.edu/leylajorfi"},"attachments":[{"id":37639020,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37639020/thumbnails/1.jpg","file_name":"1535-3281-1-SM.pdf","download_url":"https://www.academia.edu/attachments/37639020/download_file","bulk_download_file_name":"A_Narratological_Study_and_Analysis_of_T.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37639020/1535-3281-1-SM-libre.pdf?1431669801=\u0026response-content-disposition=attachment%3B+filename%3DA_Narratological_Study_and_Analysis_of_T.pdf\u0026Expires=1743269141\u0026Signature=SdOkeFW4~0Jz8eR8p38uEX4UG043r5n9ygGvTsWvoFlCQCsDvb1mNv4glePahG8PGIqwmm8NM1XSUOuepjI2dvZ2Ew4eO7rNbGRgV2Qjn9Mj~U8DWKdelLBt05TTSXol9Oe0WMRBKXXLgiVVab56QChJjVMVpE7iyBsEwJTl7LxpwEjtE-mVZbVQBNEWKxkpcFhuKzLYaJSac8kvwba-OZ8lcULd-a7DhoJz1LKUzyaN61xbaVTL-peo6xtipjVB-LIFHgspFMKY2FE9gNrFU9-~4Q8LCMqVfTaOZCJw5iz5ng9r2nslrOwC6zGo7d1luxUjJxcsBCoHVYkQwtpIEw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis"},{"id":5513,"name":"Narratology","url":"https://www.academia.edu/Documents/in/Narratology"},{"id":15909,"name":"Psychonarratology","url":"https://www.academia.edu/Documents/in/Psychonarratology"},{"id":28256,"name":"Conversation Analysis, Talk-in-interaction","url":"https://www.academia.edu/Documents/in/Conversation_Analysis_Talk-in-interaction"},{"id":523708,"name":"Intercultural competences","url":"https://www.academia.edu/Documents/in/Intercultural_competences"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-12390632-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="12185367"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12185367/Psychonarratology_from_cognitive_processes_to_readers_narrative"><img alt="Research paper thumbnail of Psychonarratology: from cognitive processes to readers’ narrative" class="work-thumbnail" src="https://attachments.academia-assets.com/37480382/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12185367/Psychonarratology_from_cognitive_processes_to_readers_narrative">Psychonarratology: from cognitive processes to readers’ narrative</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Psychonarratology studies the cognitive processes of narrative comprehension in readers’ minds. ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Psychonarratology studies the cognitive processes of <br />narrative comprehension in readers’ minds. There are thus <br />close ties between psychonarratology and cognitive processes <br />of mind while reading a narrative. This study aims to provide <br />definitions and explanations for the two basic crucial concepts <br />of ‘psychonarratology’ and ‘narrative’. First, it considers the <br />role of readers in narrative comprehension and for this reader <br />response theory and reception theory are elaborated on. Then, <br />the cognitive processes which are active during narrative <br />comprehension, are discussed. Three models of this cognitive <br />processes are presented as well. ‘Narrative’, among other <br />discourse genres, is the focus of this study. Because of its <br />distinctive features, a narrative has its unique way of being <br />understood. The processes of narrative comprehension will be <br />considered and elaborated on in this study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="22ca84bda14baac9adfa96a27e07d46f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37480382,"asset_id":12185367,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37480382/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12185367"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12185367"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12185367; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12185367]").text(description); $(".js-view-count[data-work-id=12185367]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12185367; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='12185367']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "22ca84bda14baac9adfa96a27e07d46f" } } $('.js-work-strip[data-work-id=12185367]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":12185367,"title":"Psychonarratology: from cognitive processes to readers’ narrative","translated_title":"","metadata":{"abstract":"Psychonarratology studies the cognitive processes of\r\nnarrative comprehension in readers’ minds. There are thus\r\nclose ties between psychonarratology and cognitive processes\r\nof mind while reading a narrative. This study aims to provide\r\ndefinitions and explanations for the two basic crucial concepts\r\nof ‘psychonarratology’ and ‘narrative’. First, it considers the\r\nrole of readers in narrative comprehension and for this reader\r\nresponse theory and reception theory are elaborated on. Then,\r\nthe cognitive processes which are active during narrative\r\ncomprehension, are discussed. Three models of this cognitive\r\nprocesses are presented as well. ‘Narrative’, among other\r\ndiscourse genres, is the focus of this study. Because of its\r\ndistinctive features, a narrative has its unique way of being\r\nunderstood. The processes of narrative comprehension will be\r\nconsidered and elaborated on in this study."},"translated_abstract":"Psychonarratology studies the cognitive processes of\r\nnarrative comprehension in readers’ minds. There are thus\r\nclose ties between psychonarratology and cognitive processes\r\nof mind while reading a narrative. This study aims to provide\r\ndefinitions and explanations for the two basic crucial concepts\r\nof ‘psychonarratology’ and ‘narrative’. First, it considers the\r\nrole of readers in narrative comprehension and for this reader\r\nresponse theory and reception theory are elaborated on. Then,\r\nthe cognitive processes which are active during narrative\r\ncomprehension, are discussed. Three models of this cognitive\r\nprocesses are presented as well. ‘Narrative’, among other\r\ndiscourse genres, is the focus of this study. Because of its\r\ndistinctive features, a narrative has its unique way of being\r\nunderstood. The processes of narrative comprehension will be\r\nconsidered and elaborated on in this study.","internal_url":"https://www.academia.edu/12185367/Psychonarratology_from_cognitive_processes_to_readers_narrative","translated_internal_url":"","created_at":"2015-05-01T23:38:28.069-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":15904410,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":37480382,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37480382/thumbnails/1.jpg","file_name":"1833-5078-1-PB.pdf","download_url":"https://www.academia.edu/attachments/37480382/download_file","bulk_download_file_name":"Psychonarratology_from_cognitive_process.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37480382/1833-5078-1-PB-libre.pdf?1430548608=\u0026response-content-disposition=attachment%3B+filename%3DPsychonarratology_from_cognitive_process.pdf\u0026Expires=1743238650\u0026Signature=CLfHQNAefWujdHuFSE5Ptu5XKMyH~O3PQSNoCXyxX7NeguhdIUXJgxKMjSWciJWrqZSshxvBIC1R8vwrpcoKBn5ITNyW8Iq7MIou76FQUceikMdUhZxqv~y78dFsWsM2zTPV1H3j1zwsDOAY5DDaEbbPBhVkRO6d0d1Gj~Vk~J70-MSuLGwmexvUd54xeY4ZGivUE~S2HUeOwzKANvFPwY2MeVd8C2KRrpnWCKpQ2-33IXvZreAbixzUqO8S4jdw-0NpYUHWDRpDlYCrAQUGfVW9Vpe7~a691Mj3TlS-Nml6Nlibv162eGoB1HCdQ4r~jZ72xDGwU1KWldjb8-QHsw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Psychonarratology_from_cognitive_processes_to_readers_narrative","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"Psychonarratology studies the cognitive processes of\r\nnarrative comprehension in readers’ minds. There are thus\r\nclose ties between psychonarratology and cognitive processes\r\nof mind while reading a narrative. This study aims to provide\r\ndefinitions and explanations for the two basic crucial concepts\r\nof ‘psychonarratology’ and ‘narrative’. First, it considers the\r\nrole of readers in narrative comprehension and for this reader\r\nresponse theory and reception theory are elaborated on. Then,\r\nthe cognitive processes which are active during narrative\r\ncomprehension, are discussed. Three models of this cognitive\r\nprocesses are presented as well. ‘Narrative’, among other\r\ndiscourse genres, is the focus of this study. Because of its\r\ndistinctive features, a narrative has its unique way of being\r\nunderstood. The processes of narrative comprehension will be\r\nconsidered and elaborated on in this study.","owner":{"id":15904410,"first_name":"Leili","middle_initials":"","last_name":"Jorfi","page_name":"leylajorfi","domain_name":"araku","created_at":"2014-09-01T01:30:20.739-07:00","display_name":"Leili Jorfi","url":"https://araku.academia.edu/leylajorfi"},"attachments":[{"id":37480382,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/37480382/thumbnails/1.jpg","file_name":"1833-5078-1-PB.pdf","download_url":"https://www.academia.edu/attachments/37480382/download_file","bulk_download_file_name":"Psychonarratology_from_cognitive_process.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/37480382/1833-5078-1-PB-libre.pdf?1430548608=\u0026response-content-disposition=attachment%3B+filename%3DPsychonarratology_from_cognitive_process.pdf\u0026Expires=1743238650\u0026Signature=CLfHQNAefWujdHuFSE5Ptu5XKMyH~O3PQSNoCXyxX7NeguhdIUXJgxKMjSWciJWrqZSshxvBIC1R8vwrpcoKBn5ITNyW8Iq7MIou76FQUceikMdUhZxqv~y78dFsWsM2zTPV1H3j1zwsDOAY5DDaEbbPBhVkRO6d0d1Gj~Vk~J70-MSuLGwmexvUd54xeY4ZGivUE~S2HUeOwzKANvFPwY2MeVd8C2KRrpnWCKpQ2-33IXvZreAbixzUqO8S4jdw-0NpYUHWDRpDlYCrAQUGfVW9Vpe7~a691Mj3TlS-Nml6Nlibv162eGoB1HCdQ4r~jZ72xDGwU1KWldjb8-QHsw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4490,"name":"Cognitive Narratology","url":"https://www.academia.edu/Documents/in/Cognitive_Narratology"},{"id":19818,"name":"Narrative Theory","url":"https://www.academia.edu/Documents/in/Narrative_Theory"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-12185367-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="3399761" id="allsfuturecurrentpastissues"><div class="js-work-strip profile--work_container" data-work-id="12218644"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/12218644/ALLS_Vol_6_No_3_2015_"><img alt="Research paper thumbnail of ALLS, Vol 6, No 3 (2015)" class="work-thumbnail" src="https://attachments.academia-assets.com/37495089/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/12218644/ALLS_Vol_6_No_3_2015_">ALLS, Vol 6, No 3 (2015)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://iust-sy.academia.edu/OmarSheikhAlShabab">Omar A Sheikh Al-Shabab</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://du-in.academia.edu/LourembamSurjit">Dr Lourembam Surjit Singh</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NasrinBabapir">Nasrin Babapir</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MadihaAhmad1">Madiha Ahmad</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://kentstate.academia.edu/MAlbalawi">Mohammed H Albalawi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ALLS">Advances in Language and Literary Studies [ALLS]</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/monafasal">mona fasal</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/faridparvaneh">farid parvaneh</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://araku.academia.edu/leylajorfi">Leili Jorfi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ReemSartawi">Reem S Sartawi</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/NazliBahrami">Nazli Bahrami</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AliJamali7">Ali Jamali</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c778fe2ac3d53f7ff9ef306d7f212ad" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37495089,"asset_id":12218644,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37495089/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="12218644"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="12218644"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12218644; 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