درخت حوزه‌های تخصصی

This study explores how professional and student writers manifest their authorial identities and project their gender voices in their academic texts. To this end, 38 male-authored and 38 female-authored articles published in seven leading international journals were selected. Moreover, 38 articles written by male students and 38 articles authored by female students were collected from two universities in Iran. Taking an academic writing course, these students handed in their papers as term projects. These academic writings were analyzed based on Hyland’s metadiscourse framework comprising two major resources: interactional and interactive metadiscourse resources. The findings indicated the male authors mainly attended to discourse organization using more interactive resources while the female authors mostly solicited solidarity by employing more interactional resources. The professional authors engaged in a more critical stance using self-mentions and attitude markers and the students focused on discourse organization. Attitude markers and self-mentions, as markers of stance-taking, were absent in the students’ writing. The professional authors made use of their gender identity to promote their authorial identity instead of suppressing it. These results suggest that EAP programs should inform students how to employ both metadiscourse resources and their gender-based discourse choices to express their authorial identity more effectively.

It is assumed that web-based dynamic assessment will continue to thrive and have a profound role in pedagogy. In this regard, explanatory sequential mixed-methods design was selected to consider the effect of web-based dynamic assessment on learners' autonomy. To this end, a sample of 60 male EFL learners at high school were chosen at non-random and categorized into two groups of web-based dynamic assessment and the control group based on the convenience sampling method. the learners’ autonomy questionnaire was used as a data gathering tool for pretest and posttest in autonomy. The high school students exposed to web-based DA via a designed web based on the level and requirements of the students in grammar, however, the learners in the control group learned the grammar by the traditional or conventional method of instruction. Based on the results of Mann-Whitney U test, the learners’ autonomy means scores in web-based DA increased in comparison to those of the control group. The platform and methods employed in this study produce results that are encouraging for the field of language instruction and could produce motivational outcomes in the future. The pedagogical implications of the study

 Juxtaposing the ubiquitous facets of mobile technology as everyware (Greenfield, 2010) and vocabulary as one of the most axial aspects of language learning (Bowles & Cogo, 2016; Schmitt & Schmitt, 2020) , besides the importance of considering learners’ attributes and needs (Taghizadeh, 2019) while developing a mobile vocabulary application (app), necessitates analyzing the relationship and impact of all these elements in a single structural model. To tackle the issue, first, via a mixed-methods design, the researcher developed a bespoke mobile application using the task model and the principles of agile methodology. and then investigated the impact of using the app on a sample of 62 Iranian EFL university students’ vocabulary recognition and recall, the results of which were published in two other articles. In this study, the researcher integrated the obtained data within a proposed structural model and assessed the model's fitness to investigate the interaction and interrelationship among the latent variables mentioned above. The results obtained from SEM-PLS analyses revealed that within the unified structural model, the learners’ preferences and needs were favorably influenced by their learning style orientation and technology savviness. Similarly, the findings verified the positive impact of considering learners’ preferences and needs during the agile app development lifecycle on the target participants’ vocabulary knowledge, encompassing vocabulary recognition and recall. Finally, the fitness of the proposed structural model was verified based on the criteria for model assessment mentioned by Sparks and Alamer (2022) . The SEM-PLS data analyses and the implications of the study are presented and discussed.

Cognitive diagnostic models (CDMs) have received sustained attention in educational settings because they can be used to operationalize formative assessment to provide diagnostic feedback and inform instruction. A large number of CDMs have been developed over the past few years. An important component of all CDMs is a Q-matrix that specifies a particular hypothesis about the relationship between each test item and its required attributes. The purpose of this study was to construct and validate a Q-matrix for the reading comprehension section of the Islamic Azad University English Proficiency Test (IAUEPT), as an advanced English placement test designed to measure language ability of Ph.D. candidates who tend to pursue their studies in the IAU. To achieve this, using item responses of 1152 candidates to twenty items of the reading section of the test, an initial Q-matrix was constructed based on theories and models of second/foreign language (L2) reading comprehension, previous applications of CDMs on L2 reading comprehension, and brainstorming and consensus of five content experts. Then, the initial Q-matrix was empirically validated using the method proposed by de la Torre and Chiu (2016) and checking mesa plots, and heatmap plot. Five attributes were derived for the reading comprehension section: vocabulary, grammar, making an inference, understanding specific information, and identifying explicit information. Finally, the analysis of the Generalized Deterministic Inputs, Noisy “and” Gate (GDINA) regarding absolute fit at item- and test-level as well as three residual-based statistics showed the accuracy of the Q-matrix and a perfect model-data fit.

The present study aims at providing an account of the translational features of a pseudotranslational work. The case for the study is The Adventures of Hajji Baba of Ispahan by James Justinian Morier, a book presented as the translation of a manuscript presumably written by a Persian narrator, Hajji Baba. Morier’s book has ever since won a wide readership among the English as a translated text although many critics have attested to its authorial status. Following library research, this study gauged the pseudotranslationality of the book using its paratextual elements and then analyzed the text regarding its textual-linguistic makeup to highlight the elements which helped the fictitious translator to disguise the book as a translation in the English culture. The inquiry shows how Morier benefited some of the common paratextual and textual ploys in pseudotranslating, noticeable in such processes in other literary contexts as well, to manipulate his own authored book and cover it with a veil of translation. The study can help gain a broader picture of techniques used in pseudotranslating and accordingly prevalent norms of translation.

This article aims to analyze Patrick McCabe’s The Butcher Boy (1993) in light of Mikhail Bakhtin’s theory of dialogism. The present study explores the significance of dialogism in the given novel which tells the story of a marginalized young boy living in neo-colonized Ireland in the 1960s. Bakhtin believes that the development of signification between the “self” and the “other” is called dialogue through which human beings define their existence as individuals in polyphonic societies. The protagonist of The Butcher Boy is a non-conformist, unwilling to follow social rules. He creates his very own way of dialogism with his surroundings and ends up in a mental hospital and finally a prison, showing the author’s approval of Bakhtin’s viewpoint towards the importance of dialogue in shaping human beings’ consciousness and existence in the world. Moreover, this article attempts to clarify the resistance of the main character before his society’s hierarchical structure that makes him a perfect example of a marginalized hero disobeying rules and regulations imposed by the authorities to gain an independent resolution.

With the spread of English, the conception of English is currently changing into English as a Lingua Franca (ELF) worldwide. However, the form of English teaching and learning is still identified by reference to native-speaker norms. In response to the increasing use of ELF and an emergent need to describe it in various domains, the current study takes a preliminary step in linguistic analysis of the written mode of ELF. Adopting an exploratory case study, the morphological marking of third-person singular present tense main verbs, i.e., -s/es has been analyzed using the Written ELF in Academic Setting (WrELFA) corpus. The selected corpus included 82369 tokens. It was tagged by the LancsBox software, and all instances of variation were categorized into two groups: omission and addition of the suffix. The quantitative analysis revealed that most ELF writers conform to the grammatical rules of English simple-present tense, yet, there is a negligible amount (0.5%) of variation in the use of this suffix in a way that writers either drop it or overgeneralize it. Dropping the third-person singular suffix accounts for around half of the entire variety (56%), and overusing this feature accounts for the other half (44%). Moreover, through qualitative analysis, factors contributing to such variations were identified. The overall findings indicate that such minor grammatical errors shouldn't be overemphasized, as long as they do not hinder the reader's understanding. The results may contribute to constructing a framework for teaching ELF in general and English for Research Publication Purposes (ERPP) in specific.

Notwithstanding the growing number of research on many aspects of audiovisual translation, cross-cultural pragmatics has remained under-investigated in audiovisual translation. The purpose of this paper is to examine the translation of general extenders—such as and stuff (like that) and or something in Persian dubbing and non-professional subtitling. Positioned at the crossroads of the pragmatics of fiction and audiovisual translation, the analysis presented in this article draws upon past research on English and Persian general extenders, as well as the models for translating general extenders. In doing so, this study follows a corpus-based approach, using both qualitative and quantitative approaches to identify translation patterns of general extenders by dubbing translators and fansubbers in Iran. A corpus of twelve English films from different genres, along with their Persian dubbing and non-professional subtitling, was compiled for the investigation. Overall findings suggest that non-professional subtitlers followed a literal and sourced-oriented approach to translation, resulting in a more direct translation of general extenders. In contrast, the dubbing team (i.e., translator and dubbing director) tended to edit out these pragmatic issues in their translations; therefore, many general extenders were deleted in the translation. This was partly because the translation for dubbing has to be synchronized, resulting in some omissions and partly because the dubbing team paid less attention to these elements. Additionally, other strategies, such as substitution or explicitation were infrequently used in both dubbing and non-professional subtitling. The paper concludes by discussing limitations and offering opportunities for future research.

After nearly a decade since the recognition of the importance of theticals, traditionally referred to as parenthetical constructions (see Kaltenböck et al. 2011; Heine et al. 2013), there has been a flurry of research on these linguistic elements across various languages, including but not limited to Romance languages (Schneider, 2007), Chinese (Long et al., 2019), Persian (Kazemian & Amouzadeh, 2019), and Arabic (Haddad, 2020). However, it appears that theticals still remain relatively understudied and warrant more comprehensive and fresh examination. This lack of interest in studying theticals, particularly those inherent in interaction, has prompted Bernd Heine to undertake writing a new book, “The Grammar of Interactives”, dedicated to these items and analyzing them as a distinct level called interactive grammar (IG) which works alongside sentence grammar (SG) to facilitate successful communication. The book is structured in a cohesive and organized manner, consisting of an introduction, six main chapters, and a conclusion, totaling eight chapters in all. This structure properly presents the book's content by establishing the context and scope in the introduction, delving into the subject matter in the core chapters each exploring a specific theme related to the overall subject, and providing a sense of closure and reflection in the conclusion.

As a dominant genre of academic writing, research papers can be considered as the locus of reproduction concerning asymmetrical power relations and dominance. Through a purposive sampling consisting of the analysis and evaluation of an argument, the purpose of this study was to divulge the power and ideology latent in the discussion section of the research articles to raise second language learners’ awareness of the epistemological foundations and methodological goals and values of the ideologies behind the texts as social structures. By using a practical reasoning framework as an evaluative tool to analyze a text presented in the discussion part of arguments published in research articles, the analysis revealed that the scientific viewpoints exhibit themselves as the premises of these arguments. These world views maintain the dominance of the papers on global academic and social discourses. Understanding the ideological purpose of the article genre is crucial for promoting democratic and equitable education. This assertion highlights the importance of recognizing this function.

The present investigation aimed at studying the impacts of Iranian EFL learners’ gender, age, field and degree of study on their perceptions of mobile affordances. To this end, 159 Iranian EFL students studying at university were asked to fill Mobile Affordance Inventory (Rostami, 2021). To analyze the data, Kolmogorov-Smirnov test, independent sample t-test, one way ANOVA, and Pearson’s correlation were run. The findings of the study indicated that no differences were found among EFL learners in using mobile learning affordances regarding their gender, degree, and field of study. Additionally, no significant relationship was found between the arcticians’ age and their mobile affordances. The results also showed that different affordances of mobile devices can provide new and important information for educators. They become more familiar with different mobile phones capabilities to use, and it makes their teaching more effective. Becoming familiar with affordances provides a situation for improving students’ learning as well as their self-control.

Crowdsourcing Translation as a Post-Editing Method (CTPE) has emerged as a rapid and inexpensive method for translation and has drawn significant attention in recent years. This qualitative study aims to analyze and synthesize the approaches and aspects underpinning CTPE research and to identify its potential that is yet to be discovered. Through a systematic literature review focused on empirical papers, we examined the limited literature thematically and identified recurring central themes. Our review reveals that the topic of CTPE requires further attention and that its potential benefits are yet to be fully discovered. We discuss the eight core concepts that emerged during our analysis, including the purpose of CTPE, CTPE areas of application, ongoing CTPE processes, platform and crowd characteristics, motivation, CTPE domains, and future perspectives. By highlighting the strengths of CTPE, we conclude that it has the potential to be a highly effective translation method in various domains.