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Researchers and teaching practitioners have been trying to find more effective methods of teaching idioms due to the significance of these expressions in language learning contexts. The present study sought to investigate the effects of three verbal mnemonic tools (grouping, stories, and conceptual metaphor) on EFL learners’ recognition and recall of English idioms. Ninety EFL learners at intermediate language proficiency level who were preparing themselves to take IELTS participated in this study. They were in three groups of thirty members each. Each group was randomly assigned to one of the experimental conditions and was instructed idioms using one of the verbal mnemonic devices. The collected data were analyzed using the one-way ANOVA procedure. The results showed statistically significant differences among these devices, with ‘stories’ being the most effective on recognition and ‘conceptual metaphor’ being the most beneficial in the recall of idioms. The findings of the study can have potential theoretical implications for researchers and pedagogical implications for curriculum developers, language teachers, and learners.

Along with growing technology, the flipped learning model has emerged as an alternative to conventional teaching methods. The present study attempted to investigate the students' perceptions of a flipped learning classroom experience contrasted with those of a non-flipped or conventional classroom. To this end, 23 Iranian EFL learners were assigned to two groups. During the first ten weeks, non-flipped teaching was applied to class A and flipped learning to class B. After the midterm, during the next ten weeks, the teaching methods were reversed. The students were interviewed in-depth about their impressions of the learning experience. Also, a questionnaire and students' portfolios were used to draw comprehensive conclusions. The qualitative analysis of data revealed four themes: flipped or non-flipped, working with technology, group commitment, and student-teacher relationship. Overall, learners had contrasting views about learning in the flipped classroom. In general, they preferred non-flipped classroom.

Styles and strategies are among the fundamental issues to be investigated in the language classroom in order to monitor learning process of language learners and to increase their awareness levels. Research on learner style and strategies suggests that a certain degree of awareness on these issues helps both learners and teachers distinguish between the weak and strong aspects of the learning process and take action reasonably. In this sense, in the present study, it was aimed to investigate the learning styles of the student teachers attending Turkish universities and their awareness about indirect strategy use. In the study, survey method was used. To identify style awareness and strategy use of the student teachers, three questionnaires -The Learning Style Checklist, Indirect Strategy Use Questionnaire, and Strategy Instruction Awareness- were administered to the student teachers. Quantitative analyses were used to evaluate the collected data. Undergraduate student teachers –total 226 second year student teachers- participated in the survey. The results indicated that the student teachers used indirect strategies efficiently as consistent with their learning styles. They used metacognitive, affective, and social strategies to defeat the possible problems they faced during language learning process. It was also reported that they felt themselves capable of planning and evaluating their learning process, lowering their anxiety level, taking emotional temperature by encouraging themselves, and cooperating with others.

Listening comprehension is a challenging skill in EFL contexts and it is necessary to research various aspects of this skill. Therefore, this study tried to investigate EFL learners’ progress on two types of listening comprehension items, receptive-response and productive-response, through diagnostic assessment (DIA) and dynamic assessment (DA). To do this, a Nelson proficiency test was administered among 120 EFL students in six classes, out of which, 90 students whose scores were in the acceptable range were selected. The classes were then randomly divided into three groups of control, DIA, and DA. As the pretest, a KET listening test in two sections of receptive-response and productive-response items was used to check the learners’ initial performance. Next, as for the treatment, in the DIA group, the learners took four listening tests with receptive-response and productive-response items in the form of test-feedback; in the DA group, the learners took the same four tests in the form of test-mediation-retest, and in the control group, the learners practiced receptive-response and productive-response items after each listening activity. At the end of the study, another KET listening test in two sections of receptive-response and productive-response items was administered to the participants to investigate the three groups’ progress from pretest to posttest. Finally, two repeated-measures two-way ANOVAs and one MANOVA were run, and the results showed that both DIA and DA resulted in significant improvements in the learners’ performance on both receptive-response and productive-response listening items; however, the difference between the two types of assessment was not significant.

In recent years, educational studies have acknowledged that academic motivation is a powerful predictor of students' academic achievement. Goal orientation is one facet of academic motivation that concerns the reasons for which students pursue achievement activities. Using AGQ and R-SPQ-2F instruments, this study seeks to identify dominant achievement goal orientation held by Iranian EFL learners and examine the relationships between students' achievement goals, learning approaches, and academic achievement. The sample consisted of 80 EFL students majoring in English Literature and English Translation. The results of the data analysis indicated that the mastery goal is the dominant goal orientation adopted by learners. Afterward, performance-approach and performance-avoidance goals are respectively the achievement goal orientations adopted by Iranian EFL learners. Significant correlations were found between both mastery and performance-approach goals and deep approaches. Performance-avoidance goals were found to be significantly and positively related to surface approaches to learning. In addition, performance-approach goals were positively related to academic outcome, whereas, performance-avoidance goals were negatively related to academic achievement. There was no relationship between mastery goals and students' outcomes. The study also bears some theoretical and practical pedagogical implications regarding the importance of motivation and goal setting which will be offered and discussed in detail at the end of the study.

Consecutive interpreting (CI) requires a lot of parallel cognitive and affective processes, which are challenging for the interpreter who has to deal with them concurrently . This study focuses on the problems trainee interpreters encountered intheir CI sessions. An analysis of the strategies they used to weigh whether they have been successful in completing their task is also given. The sample of the study consists of 50 senior students of Translation enrolled in CI course (English-Arabic) in the Fall Semester 2018/2019 at the Translation Department at Yarmouk University, Jordan. The Source Text (ST), which was divided into one-minute period for each time, was given to students for interpretation and then the Target Text (TT) was recorded. Most of the challenges encountered by trainee-interpreters were linguistic problems, memory problems, note-taking and reproducing the ST into the TL. It is imperative therefore that interpreter training should be as effective as possible and interpreters shoulddevelop a series of skills and strategies such as chunking and joining, shadowing, anticipating, listening and recalling and paraphrasing that can be used to solve the problems encountered.

This study examines conceptions of outsiders to the polity, focusing on the lexical items migrant(s), refugee(s), and exile(s) in both internet- and print-based sources. Drawing primarily on a subsection of the Genealogies Internet Corpus consisting of left-wing sources, I argue that left-wing politics is currently caught up in the rhetoric of the right and of mainstream institutions in society, largely reproducing the same discursive patterns even as it sets out to challenge them. Dominant patterns in left-wing Internet sources reveal, for example, that the economic migrant vs. political refugee distinction enforced by mainstream institutions remains largely intact, that the assumption of a “refugee crisis” unfolding in Europe is accepted at face value, and that the left is entangled in the same politics of labeling imposed by the right, reproducing designations such as “undocumented migrants” uncritically. Refugees and migrants, moreover, are represented as victims with no agency, are discussed in legal terms that serve to dehumanize them, and are repeatedly “quantified” as a homogenous and potentially problematic category. Acknowledging the contagious nature of dominant discourses and the difficulty of finding an alternative language with which to argue against established institutional rhetoric, the study further explores historical models that appear more consistent with the values espoused by left-wing politics today. It examines a subcorpus of modern English translations of ancient Greek texts such as Thucydides’ The Peloponnesian War and Herodotus’s Histories to demonstrate the viability of adopting a different conceptualization of refugees and other outsiders to the polity that may be drawn from classical antiquity—and/or from nineteenth- and early twentieth-century receptions of texts originating in classical antiquity—and the possibility of developing an alternative discourse with which to speak about migrants in the present.

This study aimed to assess the quality of English translations of Imam Khamenei’s (D. Ẓ. A.) letters addressing the youth in the West based on House’s revised (1997) model of translation quality assessment. Such texts are considered political and/ or religious, and their translations require meticulous quality assessment. Yet, rarely did the researchers find any study addressing this important area of translation. Therefore, the current study, which employed a qualitative type of research, focused on the translation of such type of texts. The assessment revealed dimensional mismatches between the original and the translated versions in the areas of field, tenor, and mode. The findings of the current study can help improve the quality of the translation of the speech.

Miscommunication has been reported as a major contributing factor to aviation mishaps. About 70% of the first 28000 reports to NASA Aviation Safety Reporting System were related to communication problems (Sexton, 1999). According to Chaparro and Groff (2002), the most frequent human errors in aircraft maintenance, is supposed to be information misinterpretation. The movement area of an airport is typically the place where a single misunderstanding may have serious and adverse effect on flight safety. Furthermore, Eadie (2000) puts emphasis on conducting research on applied communication related to real phenomena in the real world. Therefore, the current study aims to investigate miscommunication among aviation personnel. To this end, first, a corpus of 31 authentic audio records and reports of aviation mishaps was analyzed based on Grice’s maxims. Consequently, the findings of the study revealed that teaching Grice’s (1975) Maxims needs to be taken into account in verbal communication. The findings of the research have implications for curriculum designers, pilots, and air traffic controllers.

Volunteerism is widespread in the translation sector, but the practices associated with it and its ethical import have so far received very little critical attention. This article critiques one of the most high profile beneficiaries of volunteer translation, Translators without Borders, which presents itself as a charity but operates as a corporate concern, with a leadership composed primarily of major industry players. TWB adopts an asset-centred, platform-based, top-down model that offers massive scaling possibilities and reflects a corporate vision of the translation community. It provides a clear example of the wider shift from artisanal to industrial to platform economy as it plays out in the translation field. To demonstrate the potential for volunteer translation to be situated within a more solidary and equitable context and provide an example of one possible alternative to the platform-based paradigm, we discuss the practices of another humanitarian NGO, Solidarités International, which runs a paid internship programme and adopts a small-scale, peer-based, horizontal model with a strong focus on early-career translators. We ask who ultimately benefits from the exploitation of free labour and focus on identifying practices that enhance or jeopardize the professionalization and stature of the translators involved. We further discuss how the linguistic assets produced by volunteer translators can generate saleable intellectual property and how this can lead to conflicts of interest and support patterns of inequality in the wider social context.

For decades, task-based language teaching has become a commodity in ELT profession and has been the subject of many studies. Yet, there seems to be a paucity of research on the impact of TBLT on enhancing learners’ motivation in learning writing. In this regard, this article presents the results of student’s perceptions of the intervention of TBLT in teaching writing in two English classes for one academic term at one institution in Phnom Penh. The study examined the students’ perceptions regarding the impact of TBLT on their writing behaviors and motivation in learning writing before and after the intervention, as well as the constraints that they encountered during the implementation of TBLT. The results indicate positive-but-varying views regarding this intervention. Some challenges are also detected and suggestions are offered for future research in this area accordingly. The study has implications for EFL writing classrooms.