ince psycholinguists such as Branford, Johnson and Anderson highlight the importance of cognitive prerequisites for comprehension and learning, and suggest that the ability to understand and remember is a function of relationship between input and activated knowledge of learner, the present study emphasizes the significance of cognitive activities that enable one to interpret as well as recall information. It also aims to find the role of background knowledge in EFL listening comprehension, and how much listeners comprehension is affected by activated and non-activated knowledge."Whetherthe listening material is scripted or non-scripted, whether it is authentic or cooked for the learners, it is necessary to provide listeners with the background information needed to understand the message before asking students to listen to a segment of discourse, so that they can develop "script competence". Script competence is the knowledge that the listener and speaker posses in advance about the subject matter of discourse. Teachers should, therefore, take care that(L2) listeners and (L1) speakers on tape share the same knowledge and linguistic scripts, and they must activate the students world knowledge or supplement missing knowledge before presenting any listening selections. "Calling into play the students" world knowledge is important if students are to apprehend relations among elements in the message, and to construct an integrated representation of the meaning of the spoken message.

One of the factors that can be the link between our intentions and actions and their external consequences is human agency, which indicates the conscious design and intentional execution of actions by the individual in order to influence future events.Objective and Method: This research with a developmental approach of psychometric method and method 1, examines the psychometric indices of the Human Factor Characteristics Scale using the classical theory of test score measurement and the graduated question-answer theory. The purpose of this study, which included high school students in Tehran, was selected by cluster sampling of 500 people as a sample size and statistical analysis was performed on 481 data. To collect the data, the ion Human Agent Characteristics Scale (2011) was used and the research questions were evaluated using IRTPRO and SPSS software.Results:The assumption of local independence based on Pearson x2 index was established by applying Simjima's calibrated question-answer theory and the assumption of being one-dimensional based on the analysis of multidimensional question-answer theory. Diagnosis parameters with question-answer approach and classical approach Test score Both item 25 approach had the lowest and item 2 had the highest diagnosis parameter. The answer thresholds for all the questions were so far apart that no option was covered by the other option, and the options were independently selected by individuals at intervals of theta. The total scale was calculated with Cronbach's alpha of 0.945, intentionality of 0.894, foresight of 0.780, self-reactivity of 0.871 and rethinking of 0.762. Also, the role of each item in internal consistency was investigated by the loop method, which all questions had a favorable role in internal consistency of this scale. The value of the validity coefficient obtained from the question-answer theory was obtained by marginal method for intentionality 0.92, forethought 0.85, self-reaction 0.91, rethinking 0.83..

One of the most important literary methods used in the Quran is images of events, concepts, and values. In this way, educational and moral concepts were offered to the audience by applying literary arrangements, better and more accurately, and to sit with him in his heart. Surah Yusuf, as well as the best stories in the holy Quran, has a special place in terms of the expression of educational concepts using literary and fiction techniques. These techniques can be referred to as using image schemes to convey the concepts. The purpose of this article is to show what pictorial schemas are used in Surah Yusuf and what concepts schemas refer to. In this article, a descriptive method is used to explain schemas. In Surah Yusuf, motion, power, and volume image schemas are used, which are more motion schemas. They refer to moving from top to bottom and bottom to top and the concepts of humiliation and dignity, and volumetric schemas indicate concepts such as misguidance, and more power schemas indicate concepts such as abstaining from sin and avoiding following the misguided

Children's tales are generally simple and understandable in form and narrative but rich and full of emotional-cognitive aspects and interpretive potential in the deep-structure. Though, such stories communicate easily (through form, narrative and language) with the reader, they contain a widespread network of concepts, models and cognitive schemas hidden within their complex structure. The indirect language of tales addresses the unconscious of children and prepares them to deal with the real and possible worlds by identifying and changing the negative cognitive or maladaptive schemas in order to replace them with positive and therapeutic ones. Effects of stories on children's growth are highly complex due to the use of metaphors, schemas and preparation of growth processes. Storytelling indirectly makes children aware of obstacles and contradictions as well as their own talents and capabilities thus making them able to think and search. schema is of high importance in interdisciplinary studies and cognitive sciences. schemas are a type of organized experience and classified knowledge that create our cognitive framework as a set of thoughts, imaginations, feelings and values. schema therapy believes that negative thoughts and behavior patterns are associated with adverse childhood experiences. If these patterns, maladaptive schemas, are not well understood confronting them is useless. In this paper some famous children's tales are analyzed based on schema theory and two basic solutions, changing negative and maladaptive schemas, and positive and therapist interpretations, are discussed.