درخت حوزه‌های تخصصی

این مقاله به بحث در مورد قواعد و راه کار هایی برای ترجمه اشعار آپولینر می پردازد که ابعاد زیادی از این راهکار ها بازتاب اعتقادات و باورهای شخص آپولینر می باشد. اما هدف اصلی این مقاله این است که به بحث درمورد تکلیف ترجمه پرداخته و آن را ورود متن اصلی به آینده اش در نظر بگیرد نه صرفاً عملی برای نگهداری یا بهتر کردن متن. این مقاله با ارجاع به افکار بونِفوی دنبال شده و تفاوت بین معنا و احساس را نیز دربر می گیرد. قسمت پایانی در ارتباط با نقشی است که در پروژه های ترجمه ای چندزبانه توسط عکاسی و به خصوص کلاژ های قطعه های عکاسی شده ایفا می شود.

این تحقیق به بررسی تاثیر پیچیدگی زبان و اندازه گروه بر ساخت دانش در دو بحث آن لاین می پردازد. ساخت دانش از طریق مدل تجزیه ارتباطات Gunawardena و دیگران (۱۹۹۷) سنجیده شد. پیچیدگی زبان از طریق تقسیم تعداد کلمات خاص بر کل کلمات به دست آمده و به تغییر لغوی اشاره دارد. نتیجه این تحقیق نشان می دهد که ساخت دانش و اندازه گروه به طور چشمگیر و البته به شکلی منفی با هم مرتبط اند که بیان کننده این موضوع است که هر چه اندازه ی گروه کوچک تر باشد میزان ساخت دانش بالاتر می رود. نتایج همچنین نشان می دهد که ساخت دانش و پیچدیگی زبان به طور چشمگیر و مثبتی با هم مرتبط اند که مشخص کننده این موضوع است که هرچه تغیرات لغوی بالا تر باشد ساخت دانش نیز بالاتر می رود. به علاوه، این تحقیق ثابت کرد که پیچیدگی زبان بیانگر ساخت دانش در بحث های آن لاین است. کارهای متفاوتی می تواند صورت بگیرد تا پیچیدگی زبان در بحث های آن لاین افزایش یابد برای مثال: دادن تکلیف های خواندنی و نوشتنی به شرکت کنندگان. اندازه ی گروه ها نیز باید محدود شده تا از خستگی و کم کاری دانش آموزان در بحث های آن لاین جلوگیری شود.

Literature is the aesthetic manifestation of language. It is ‘as old as human language and as new as tomorrow’s sunrise.’ This paper explores the interrelationships between language and literature from 600 AD to the present day. The grammar of present-day English is closely related to that of Old English with the same tense formation and word orders. The verse unit is a single line and its organizing device is ‘alliteration’. The range of Chaucer’s English did much to establish English as a national language. The writers of the Elizabethan period reshaped the literary language by borrowing foreign words and by coining new expressions and figures of speech. Shakespeare’s language and modern English have enough in common so that historians consider that they both belong to the same stage in the history of English. Milton attempted to reinvent the English language through his Paradise Lost. The writers of the seventeenth century developed a prose style that could bear the weight of the most serious and complex ideas. Then, the writers of the eighteenth century devoted themselves to developing out a formal, polished, and “correct” style of expression. Wordsworth and Coleridge intended to purify and renew the literary language and make it closer to the everyday speech of the ordinary people. Modernism tried to articulate a representation of the world and the way of seeing it through complexities of mind using the spoken rather than the formal language.

This article reports on the findings of a study that investigated the impact of manipulating task performance conditions on listening task performance by learners of English as a foreign language (EFL). The study was designed to explore the effects of changing complexity dimensions on listening task performance and to achieve two aims: to see how listening comprehension task performance was affected and to investigate possible overlaps between EFL learners’ perceptions of task difficulty and hypothesized task complexity. A purposive sample of 54 first-year EFL learners randomly assigned to two parallel conversation classes in an English department of a major public university participated in the study and performed listening tasks in a language lab. The instruments used for data collection were seven tasks taken from a TOEFL Test Preparation Kit, each followed by listening comprehension questions and an item on the participants’ personal perception of the difficulty of the task. During counter-balanced administrations, the tasks were manipulated for one of the four dimensions of task difficulty (adequacy, immediacy, perspective, and prior knowledge). The resulting data included the participants’ perception of difficulty as well as their performance scores under less complex and more complex conditions. One-sample T-test and correlation analyses of the data revealed that for all of the four complexity dimensions, the hypothesized less complex task condition led to better learner performance. The correlation between learner-assigned difficulty score for the task at hand and theoretical task complexity level was significant only for the immediacy dimension (r=-0.67, p<.05). The results offer support for task complexity frameworks, raise doubts about learners’ perceptions of tasks, and imply possibilities for task manipulation in language learning contexts.

This study aimed to investigate the use of interactional metadiscourse markers in 168 comments made by 28 university students of engineering via an educational forum held as part of a general English course. The students wrote their comments on six topics, with a total of 19,671 words. Their comments during educational discussions were analyzed to determine their use of five metadiscourse categories (hedges, boosters, attitude markers, engagement markers, and self-mentions), making up interactional metadiscourse in Hyland’s (2004) model. Following descriptive analysis of the use of metadiscourse categories, chi-square tests were used to investigate the possible differences in the whole sample as well as gender-based differences. The findings showed that although female EFL learners used more metadiscourse markers than males did, the differences were minor and hence gender did not significantly influence the use of interactional metadiscourse markers. However, while male and female participants used all types of interactional metadiscourse, how they used them varied. They used engagement markers and self-mentions more frequently than boosters, hedges, and attitude markers. Since metadiscourse markers play crucial roles in mediating the relationship between what writers intend to argue and their discourse communities, the results of the present study have obvious importance in increasing students’ awareness of the way they organize their writings.

Although investigating the factors that influence test scores is important, a majority of stakeholders show a paucity of attention towards individual learner differences due to having large classes of L2 learners. This study sought to explore the possible effect of working memory and cognitive style on L2 learners’ metaphorical test performance. The study was conducted in 2 phases. The first phase was quantitative, and the second consisted of a series of case studies using “think-aloud protocol” and “retrospection.” In the statistical phase, aimed at shedding light on the effect of the cognitive style of field (in)dependence (FI/FD) on metaphorical test performance, 80 senior undergraduates majoring in English Translation were selected through a truncated test of TOEFL adopted from Barron (2004). Metaphorical test performance was analyzed through recognition, text-based true-false, and scripturally implicit questions, refined by conducting factor analysis. Moreover, the participants’ cognitive style of FI/FD was identified via GEFT. In the qualitative part, after analyzing the verbal reports of 8 informants, the participants’ strategy preferences were examined. Results revealed the impact of the cognitive style of FI/FD and working memory on the participants’ strategy preferences. Due to the advent of learner-centered approaches, this study has some implications for L2 pedagogy discussed in the paper.

مقاله حاضر در نظر دارد که تاثیرﺁموزش درون متنی کلمات فرانسه را بر روی دانشجویان سال دوم و سوم لیسانس زبان فرانسه دانشگاه اصفهان بررسی کند. این مقاله سعی در بررسی دلایل برخی از عدم موفقیتها در به خاطر سپاری کلمات در متن و یا در خارج از ﺁن را دارد.هدف اصلی، در اینجا، هدایت دانشجویان به طرف شناخت علائم زبانی و معانی کلمات توسط تمرینات جایگزینی کلمات در متن (قبل و بعد از جلسات ﺁموزش لغات) و به همراه ارزشیابی های اولیه و پایانی است. به این ترتیب ﺁموزش اصطلاحات فرانسه ضروری به نظر می رسد تا از مشکلات فرهنگی مانند تداخل زبان مادری و زبان هدف ٬ ابهامات و مشکلات درک مطلب احترازشود. نتایج حاصله لزوم تربیت آموزگاران توانا و قادر به ایجاد تطبیق با موقعیت آموزش را ﺁشکار می سازد.

Since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. The question of whether teachers should provide feedback on grammar in the writing assignments of English as a foreign language students, and if so how, has been a matter of considerable debate in the field of second language writing. The present study investigated the possible effect of implicit and explicit corrective feedback on descriptive writing accuracy of Iranian intermediate EFL learners (N=39) in Hamedan Islamic Azad University. Two groups were selected: explicit corrective feedback group (N=22) and implicit corrective feedback group (N=17). They received corrective feedback on three grammatical structures. The results showed that written corrective feedback can lead to writing accuracy improvement in the short-term, but it may be unhelpful in the long-run.

The major role of self-directed learning (SDL) in a successful learning at distance education has been confirmed by various studies. Although learners pass General English courses before studying any ESP courses at distance education of Iran, they usually lack the preliminary skills for independent language learning. The current study aimed to explore the effect of self-directed training (SDT) on ESP learners’ self-directed learning readiness (SDLR). Eighty-six B.A students (19 male and 67 female) studying English for Economy and Management at Tabriz Payam-e-Noor University participated in this study. A demographic questionnaire and Guglielmino’s (1978) self-directed learning readiness scale (SDLRS) were implemented to select the participants of the control and experimental groups. The experimental group was provided with SDT in three different stages a) an introduction to SDL, b) SDT workshop, and c) SDT pamphlet. Then, a post-test of SDLRS was given to the two groups. ANCOVA was applied to analyze the data. The results revealed that SDT could enhance ESP learners’ SDLR. The findings imply that an appropriate training is needed to improve learners’ SDLR. Higher levels of SDLR can contribute to a successful ESP learning at Payam-e-Noor University in Iran.

A growing body of research has indicated that students of ESL/EFL are reticent and unwilling to be engaged in oral activities in English lessons. Communicative language ability includes speaking ability, so vocabulary knowledge plays an integral role in speaking a language. However, there have been few studies examining the degree to which vocabulary knowledge affects speaking ability. The present study aimed to explore the degree of reticence in Iranian EFL learners and to find out the roles that productive vocabulary knowledge and gender may play in their reticence. To accomplish this, 56 male and female English language learners participated in the study. Unwillingness-to-Communicate Scale and Vocabulary-Size Test of Controlled Productive Ability were used. To analyze the data, descriptive statistics, Pearson Product-moment Correlation and an independent t-test were used. Results of the study revealed a relatively low level of reticence among Iranian EFL learners. However, it seems that learners mostly avoid communication rather than have a negative attitude toward class participation. In addition, it was found that the learners’ vocabulary knowledge had a significant relationship with their reticence; while, no significant difference was found between Iranian male and female learners in terms of reticence.

Though privileges ascribed to various facets of language learning strategy training have long been espoused with regard to varied language skills and components, the role some individual variables such as emotional intelligence might play in this respect seems to have received very scant attention. The researchers in the current study embarked on a probe into the impact of metacognitive strategy training on Iranian EFL learners' argumentative writing performance, in the light of individuals' emotional intelligence and gender differences. To this end, a total of 69 advanced EFL institute learners were selected as the participants of the research. The experimental group members were, then, treated through the application of O'Malley and Chamot's (1990) CALLA (Cognitive Academic Language Learning Approach) for metacognitive writing strategy training. Moreover, Bar-On's (1997a, 1997b) Emotional Quotient Inventory (EQ-i) was administered to learners to gain insight into their emotional intelligence status. The final analysis of data via running t-test and three-way ANOVA revealed significant differences between the performance of control and experimental groups. Additionally, while gender differences were found to produce significant writing performance differences, disparities in learners' emotional intelligence level didn't significantly affect the degree of gains resulting from metacognitive strategy training.