درخت حوزه‌های تخصصی

: This study investigated the impact of audio-visual input enhancement teaching techniques on improving English as Foreign Language (EFL) learnersˈ collocation learning as well as their accuracy concerning collocation use in narrative writing. In addition, it compared the impact and efficiency of audio-visual input enhancement in two learning contexts, namely traditional and mobile learning contexts. First, 120 homogenous intermediate EFL learners were randomly divided into four groups, two experimental and two comparison groups. Next, two pre-tests, a collocation and a paragraph writing test, were administered. The experimental groups received enhanced target collocations through input enhancement teaching techniques while in the comparison groups the “unenhanced” collocations were taught through conventional simple vocabulary teaching method. After the treatment sessions, the researcher administered two post-tests including a collocation and a paragraph writing. As the data analysis suggested, with regards to the first research purpose, audio-visual input enhancement positively affected EFL learners' collocation learning and enhanced their accuracy concerning collocation use in narrative writing. Regarding the second purpose of the study, the results revealed that, in comparison to traditional learning context, audio-visual input enhancement teaching techniques were significantly effective in mobile learning context in terms of collocation learning. The efficiency of audio-visual input enhancement teaching techniques was not significantly different between the experimental groups in the two learning contexts in terms of enhancing EFL learners’ accuracy concerning collocation use. The findings of this study can create awareness for second language teachers and learners about the critical and beneficial role of input enhancement and mobile assisted language learning in successful language acquisition and learning.

A significant amount of contribution to pragmatics research comes from cross-cultural and developmental pragmatic studies with L2 learners in focus; however, despite broad interest in such analyses, the role of lecturers has been relatively ignored. As the lectures’ perceptions/opinions of L2 learners’ e-mail requests are important, L2 learners must become familiar with their lecturers’ perceptions of (in)appropriateness and (im)politeness of e-mail requests. Therefore, through examining Iranian applied linguistics lecturers’ perceptions of (in)appropriateness and (im)politeness of L2 learners’ e-mail requests, this study was an attempt to provide insights into lecturers’ ideal norms of (in)appropriateness and (im)politeness of L2 learners’ e-mail requests. To this aim, a purposive sample of 38 university lectures participated in this study. A questionnaire was utilized to collect the data. The lecturers’ comments in the questionnaire served as the basis to identify the major themes (e.g., directness, language use accuracy, etc.). An in-depth qualitative analysis of the lecturers’ comments revealed that the perceptions of the lecturers were greatly influenced by the use of appropriate openings and closings of the e-mails. Also, language use accuracy and appropriateness were among the most recurring reasons mentioned by the lecturers to regard the e-mails as (in)appropriate and (im)polite. Overall, the results stress the importance of pragmalinguistic and sociopragmatic aspects of language for applied linguistics lecturers. Findings have implications for L2 learners, teachers, and researchers.

The increasing impact of audiovisual media and film industry in particular has led researchers to think of audiovisual translation strategies. Huge investments in film industry need global markets. Hence, there is a need for qualified translations and systematic studies dedicated to this area are in great demand. This study aims to investigate translation strategies adopted in the translation of two awards-winning dramas. The selection criterion is based on winning international awards or compliments received in the target community. Although some may argue that these successes are rooted in the selected movies’ ideologies, the role of an accurate translation in transferring such elements is undeniable. The present study analyzes the translation strategies employed in the subtitled version of the following films: A Separation and I Daniel Blake. The theoretical framework of the current study is based on Gottlieb’s (1992) Classification of Interlingual Subtitling. The obtained results depicted that except dislocation and transcription, all Gottlieb’s strategies were applicable. The results also showed that the film’s genre plays an influential role in translators’ decisions. As these films were warmly welcomed by the target audiences, the frequent translation strategies will be useful and practical for the future of audiovisual translation industry.

Learning English as a foreign language in Iran has provided a novel learning milieu for language learners, giving them the capability to create the dialogue between their home culture and the culture of the foreign language they are learning. The current study aims to investigate the level of Iranian EFL learners' cultural identity. To do so, the researchers developed a questionnaire through extensive readings of the literature on language, culture and identity at both national and international levels. To determine the reliability of the questionnaire, Cronbach’s Alpha was utilized. The reliability of all the items in the questionnaire was estimated as 0.78. To measure the validity of the questionnaire, Exploratory Factor Analysis through PCA was performed, demonstrating five underlying factors of Iranian Cultural Identity. Then, the questionnaire was administered to 494 language learners in the context of Iran. The analysis of the data revealed that nearly 68% of the Iranian language learners in the study possess a moderate level of cultural identity.

Interlanguage pragmatics has attracted considerable attention in recent years. One strand of interlanguage pragmatics research includes studies comparing the effectiveness of implicit versus explicit teaching on the development of pragmatics. Many studies, although inconclusively, have shown the superior effect of explicit teaching of pragmatics, but few have focused on finding ways to improve the implicit teaching of pragmatics. The present study attempted to unfold the effect of collaborative dialogue on the quality of implicit teaching of request (head act and preparator). To this end, 28 participants (19 to 33 years old, intermediate) majoring in English (freshman and junior) were divided into two groups. The experimental group (n=14) had the opportunity to complete the tasks collaboratively and the control group (n=14) were not provided with any specific pragmatic instruction. The instructional procedure included four successive sessions of teaching request in situations where the sociological parameters were systematically varied. For the purpose of data collection, the classes were audio-recorded and a pretest-posttest design for discourse completion task (DCT) was adopted. For the purpose of data analysis, target request head acts and preparators were scored and also the audio recordings of classes were transcribed and the process of learning during treatment was checked in detail. The findings indicated that the experimental group outperformed the control group in producing target preparators and head acts. And evidence of noticing the pragmatic forms namely noticing unnoticed forms, noticing the gap, and negotiation of form was observed during the collaborative task. This study suggests that teachers may need to provide learners with the opportunities for collaborative tasks along with input enhancement tasks in order to improve the pragmatic knowledge of the learners.