درخت حوزه‌های تخصصی

Translation Studies (TS) moved away from the focus on literary translation and linguistic approaches to new types of translation called Audiovisual translation (AVT). Technological advancements affected the development of AVT. Technology created a situation in the world of moving pictures within which subtitling and dubbing take an important role in optimizing communication. Despite the growing interest in AVT, song subtitling and dubbing remain on the periphery of TS. Therefore, this study aimed to identify the differences that may exist between the strategies used for subtitling and dubbing the songs on some special musical animations from English into Persian based on Schioldager et al.’s (2008) twelve micro-strategies. The corpus of this study consisted of three musical animations which are Strange Magic, Moana , and Frozen 2 . This study focused on nine songs in each animation. The songs had meaningful lyrics, established the character(s), aided in the narrative, and made the audience relate to the character or the story. Hence, in the selected animations 27 songs were selected. The data were analyzed using a chi-squared test. The results indicated a statistically significant difference between six out of 12 strategies for dubbing and subtitling the animation’s songs. The differences were related to “Direct Translation”, “Oblique translation”, “Adaption”, “Addition”, “Substitution”, and “Deletion”. The results revealed the most frequent micro strategies used by Iranian translators in dubbing songs were “Oblique Translation”, “Deletion”, “Substitution”, and “Adaptation”. However, “Direct Translation” and “Addition” were the most used strategies in subtitling songs in animations. Thus, it was revealed that the translator in dubbing not only transferred the dialogue from the source text but also considered the source text idea. The findings offered a pedagogical implication for translation students, subtitlers, and dubbers to recognize better the subtitling and dubbing strategies that were being used by translators in the Iranian context.

The idea that individual characteristics impact the language learning process has led scholars to consider various aspects in relation to learners and their learning. The current study explored the associations among EFL learners’ language learning strategy use, instrumental motivation, self-efficacy, self-regulation, autonomy, and L2 achievement. To do this, 220 Iranian EFL learners (95 males and 125 females) took part in the study by filling out five questionnaires related to the abovementioned variables. The learners’ GPAs were also collected and adjusted and regarded as their L2 achievement. Structural equation modeling (SEM) was performed to examine the causal relationships among the variables. The results showed that the use of language learning strategies, self-efficacy, and autonomy were significant positive predictors of L2 achievement. However, instrumental motivation and self-regulation did not predict L2 achievement. Furthermore, L2 achievement had the highest positive association with autonomy and the lowest positive association with self-regulation. The results are discussed in detail and the implications are presented.

Interaction has always been viewed as a key element in developing the knowledge of an L2 and establishing dynamic communicative episodes. However, it is not always materialized in foreign language learning contexts where access to English speakers is limited. Hence, this study investigated the effects of employing interactive and individual performance tasks on Iranian male EFL learners’ speaking ability. The participants were 32 homogeneous upper-intermediate EFL learners in two intact classes, randomly assigned to two experimental groups. The first experimental group performed problem-solving, reasoning-gap, and opinion-gap tasks individually, and the second group employed problem-solving, reasoning-gap, and information-gap tasks through team-work for 16 sessions. Two speaking pre- and post-tests were administered to evaluate the participants’ oral performance before and after the treatment. The statistical analysis of the data showed no statistically significant difference between the mean scores of the two groups on the speaking post-test, indicating that neither form of performance was superior to the other in the process of developing L2 oral proficiency. However, the results of two paired samples t-tests demonstrated that the learners’ speaking skill had significantly improved in both groups at the end of the experiment. Therefore, the researchers concluded that a careful execution of individual performance tasks in the absence of interaction could also contribute to developing speaking an L2.

A key aspect of effective communication is the use of appropriate speech acts.   This study investigated the difference between Persian native speakers, Iranian EFL learners, and English native speakers in terms of the speech act realization of refusal and uncovered the reasons for which, each group of participants produced the refusal speech act regarding the Rapport Management Approach. To this end, 100 (male and female) intermediate EFL learners were chosen based on their performance on the Oxford Placement Test. 100 Persian native speakers among 140 students studying Persian literature at Najafabad Azad University were randomly chosen and they were asked to fill out a Discourse Completion Test (DCT), consisting of 12 situations realizing the refusal of four types of eliciting acts. Additionally, 12 English native speakers (6 males and 6 females) were also contacted through emails to participate in the study. The English DCT was given to two groups of participants and the Persian DCT was given to Persian native speakers. The politeness model proposed by Brown and Levinson (1987) was adopted to show the differences between Iranian EFL learners, English native speakers, and Persian native speakers who were participants in this study. By using the SPSS software program, the results indicated 'negative' strategies as the most frequent ones and highlighted the significant role of face, social rights, and obligations in interaction. The findings revealed that among politeness strategies 'negative' strategies are the most frequent ones. The results also indicated that English native speakers use negative politeness strategies more than Iranian EFL learners. Therefore, English native participants regard themselves as having rights and obligations about other people more than Iranian EFL learners. The results of this study highlighted the importance of pragmatic knowledge in international communications.       

This study was an attempt to investigate the impact of elementary learners’ L1 in consciousness-raising tasks on their L2 writing accuracy. To achieve this end, 32 male and female elementary EFL learners, aged 17 to 26, participated in this study. They were assigned to two experimental groups (L1 and L2 groups) using the intact group sampling technique. The treatment was 13 two-hour sessions in which the participants of L1 group were exposed to consciousness-raising tasks through their L1, but the L2 group experienced the same tasks in English. At the end, a writing test was administered for both groups and the data collected through the pre-test and post-test were analyzed using paired-samples t test and one-way analysis of covariance. The results of the data analysis showed that L1 group significantly outperformed the L2 group in writing accuracy. This finding verifies the rejection of the ideological dogma of using first language in foreign language classes.

This study aimed to investigate the effectiveness of using online peer and teacher feedback on Iranian EFL learners writing performance. To this end, a group of 28 homogenous learners were selected to participate in this study. They were divided into two equal sets; the first group received online peer feedback and the second group received online teacher feedback. In order to obtain the results of the treatments, two types of t-tests were run. First, to check the effectiveness of the two types of online feedback, paired sample t-tests and to make the comparison between the TF and PF independent sample t-test was run. Results of the study indicated that both types of online corrective feedback are effective. However, the TF group outperformed the PF one. Therefore, technology integration in L2 classrooms and, more specifically, providing learners with online corrective feedback will lead to more progress in EFL learners' writing performance.

The present study investigated the translation of genderism Persian-English. Genderism is an ideology that shows partiality based on biological sex and separates society into two groups in a way that one sex is subordinate to another sex and it is reflected in languages; thus, there are sexist concepts in each language; the concepts are usually culture-oriented. The main question was: How have the sexist concepts been translated from Persian to English? The corpus of this comparative and qualitative study was Zoya Pirzad’s novel (2001 ) Cheraghha-ra Man Khamush Mikonam (L.T. I’ll turn off the lights ) and its translation by Franklin Lewis (2012) Things We Left Unsaid . The framework of the evaluation was Vinay and Darbelnet’s (1995) model. The results revealed that translation of genderism is a challenging task, and the sexiest language of the SL was modified during the translation process; hence, the tone of sexist implications of the source text has been changed to more sexist concepts or anti-sexist concepts.