Research Article
Sara Khazai; Nadya Alkola
Abstract
Charles Dickens’ Little Dorrit incorporates an appealing realistic treatment of social and institutional secrets. Realism is characterized by its attention to details beyond the story world. This article proposes that Dickens portrays social and institutional secrets as unfair game systems, controlled ...
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Charles Dickens’ Little Dorrit incorporates an appealing realistic treatment of social and institutional secrets. Realism is characterized by its attention to details beyond the story world. This article proposes that Dickens portrays social and institutional secrets as unfair game systems, controlled by dominant authorities and represented by upper-class characters. This study builds on game theory in an effort to spot the game system Dickens utilizes to reflect the unfair interactions resulting from social and institutional secrets. It is concluded that Dickens’ artistic skills as a realist are not limited to faithful narrativity and mere accurate storytelling of events, rather it extends to utilizing systematic and very detailed structural representations of the contest between authorities hiding information and their victims in works like Little Dorrit, reflecting the exact system that underlines similar social, institutional, secret-based situations that Dickens observed in the world around him.
Research Article
Language Education
Faten Mohammed Hussein Alaaid; Elham Naji Meidani
Abstract
The present study attempted to investigate and compare Iranian and Iraqi English as a Foreign Language (EFL) university students' emotional states experienced in writing classes. To do this, 301 Iraqi and Iranian university students were asked to fill out the Writing Emotions Scale (WES) and the Emo-Sensory ...
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The present study attempted to investigate and compare Iranian and Iraqi English as a Foreign Language (EFL) university students' emotional states experienced in writing classes. To do this, 301 Iraqi and Iranian university students were asked to fill out the Writing Emotions Scale (WES) and the Emo-Sensory Intelligence Scale (ESQ). The results revealed that students’ writing scores had a significantly positive relationship with their positive emotions and a significantly negative relationship with their negative emotions. Moreover, significant differences were found between some of the emotions experienced by Iranian and Iraqi students in terms of human and non-human writing elements, i.e., boredom, enjoyment, hope, and relief. The findings also indicated that ESQ positively predicts both Iranian and Iraqi students’ writing scores mediated by positive and negative emotions. Finally, the results were discussed and implications were provided in the context of language education.
